There are many dierent approaches, and what will work well for one lyricist will not necessarily work for another, but here are some tips, tricks, dos and don'ts...
The document provides definitions for various Greek and Latin roots, prefixes, suffixes, and affixes used in medical and scientific terminology. It also defines common literary and poetic terms like simile, metaphor, and haiku. Additionally, it lists idioms and terms from other languages that have become incorporated into English, along with their meanings. The document serves as a reference guide for word origins and definitions across multiple domains.
Introduction to Japanese for Beginnerslearnoutlive
Go from Zero to Hero with this Basic Japanese lesson pack. Don't know the slightest thing about Japanese? Don't worry! This pack is designed for absolute beginners. You won't be an absolute beginner when you're done these ten lessons - that's for certain!
Learn fundamentals of the Japanese language. Gain an introduction to Japanese sentence structure, pronouns, verbs, particles, and some easy to follow examples of what makes this intricate language tick.
Introduction to japanese language hajimete no nihongohonyakujimusho
This document provides an introduction to basic Japanese language concepts in the first lesson. It covers greetings used in different times of day, common phrases like "thank you" and "I'm sorry", ways to say "yes" and "no", and notes that Japanese culture prefers to avoid direct refusal and spare others' feelings. It also explains that some Japanese words are homophones but have different meanings and Chinese characters.
Basics of the japanese language session 1 v4 animatedPeter Missen
This document provides an introduction and overview of the basics that will be covered in a 6-week course on the Japanese language. It discusses [1] the objectives of the introductory session, including introductions and an overview of Japanese grammar, alphabets, pronunciation and basic sentence structure; [2] the main parts of the Japanese language like verbs, particles, and the three alphabets of hiragana, katakana and kanji; and [3] provides examples of basic sentence structure using the pattern "noun wa noun desu".
1. This document provides guidance on using proper punctuation in writing, with explanations and examples of how to use punctuation marks correctly, including periods, commas, dashes, hyphens, ellipses, exclamation points, question marks, semicolons, colons, apostrophes, quotation marks, and speech marks.
2. Tips are given such as always writing out all punctuation at the top of a piece and crossing it off as used, and not overusing exclamation points. Guidance is provided on using punctuation to control pace, tone and reader response for different grade levels.
3. Rules and examples are given for using each punctuation mark correctly, such as only using one exclamation point, using
This document discusses the importance of punctuation in communication and provides examples and activities to teach about punctuation. It begins with questions about communication without punctuation. Later, students take on roles as "punctuation police" to complete missions that involve matching sentences to cartoons, punctuating sentences correctly, and explaining jokes based on punctuation. The document ends with individual tasks like adding punctuation to sentences and a project where students can create games or stories about punctuation.
The document provides definitions for various Greek and Latin roots, prefixes, suffixes, and affixes used in medical and scientific terminology. It also defines common literary and poetic terms like simile, metaphor, and haiku. Additionally, it lists idioms and terms from other languages that have become incorporated into English, along with their meanings. The document serves as a reference guide for word origins and definitions across multiple domains.
Introduction to Japanese for Beginnerslearnoutlive
Go from Zero to Hero with this Basic Japanese lesson pack. Don't know the slightest thing about Japanese? Don't worry! This pack is designed for absolute beginners. You won't be an absolute beginner when you're done these ten lessons - that's for certain!
Learn fundamentals of the Japanese language. Gain an introduction to Japanese sentence structure, pronouns, verbs, particles, and some easy to follow examples of what makes this intricate language tick.
Introduction to japanese language hajimete no nihongohonyakujimusho
This document provides an introduction to basic Japanese language concepts in the first lesson. It covers greetings used in different times of day, common phrases like "thank you" and "I'm sorry", ways to say "yes" and "no", and notes that Japanese culture prefers to avoid direct refusal and spare others' feelings. It also explains that some Japanese words are homophones but have different meanings and Chinese characters.
Basics of the japanese language session 1 v4 animatedPeter Missen
This document provides an introduction and overview of the basics that will be covered in a 6-week course on the Japanese language. It discusses [1] the objectives of the introductory session, including introductions and an overview of Japanese grammar, alphabets, pronunciation and basic sentence structure; [2] the main parts of the Japanese language like verbs, particles, and the three alphabets of hiragana, katakana and kanji; and [3] provides examples of basic sentence structure using the pattern "noun wa noun desu".
1. This document provides guidance on using proper punctuation in writing, with explanations and examples of how to use punctuation marks correctly, including periods, commas, dashes, hyphens, ellipses, exclamation points, question marks, semicolons, colons, apostrophes, quotation marks, and speech marks.
2. Tips are given such as always writing out all punctuation at the top of a piece and crossing it off as used, and not overusing exclamation points. Guidance is provided on using punctuation to control pace, tone and reader response for different grade levels.
3. Rules and examples are given for using each punctuation mark correctly, such as only using one exclamation point, using
This document discusses the importance of punctuation in communication and provides examples and activities to teach about punctuation. It begins with questions about communication without punctuation. Later, students take on roles as "punctuation police" to complete missions that involve matching sentences to cartoons, punctuating sentences correctly, and explaining jokes based on punctuation. The document ends with individual tasks like adding punctuation to sentences and a project where students can create games or stories about punctuation.
This document provides an overview of different types of poetry including couplet poetry, adjective poetry, poetry using onomatopoeia, and poetry using repetition. It defines these poetry forms and provides examples to illustrate each one. Students are encouraged to try writing their own poems using these styles and techniques. The document aims to teach students about various literary devices used in poetry.
This document is an excerpt from "The Art of Speech-Arabic Idioms Chapter" by Hussein Maxos. It provides an introduction and overview of the book, which contains Arabic idioms organized alphabetically. The introduction explains that idioms were collected from various sources and only common ones were included. It also describes how the idioms are arranged, translated, and classified. Synonyms, variations, and usage are discussed. The book aims to help non-native Arabic speakers understand and use idiomatic Arabic expressions.
Common Challenges of Japanese – English TranslationUlatus
This document discusses some of the common challenges in translating from Japanese to English. It notes that the languages have distinctly different structures, so literal translations may not make grammatical sense in English. It also discusses differences in grammar like tense, pronouns, and lack of articles or pluralization in Japanese. Homonyms with different meanings depending on kanji or context can confuse non-native translators. Understanding cultural references and variations in Japanese dialects also impacts accurate translation. Comprehension of sound symbolic words requires grasping their meaning from context. Overall, it emphasizes the importance of understanding language differences and native language skills for high quality translation between Japanese and English.
This document discusses the differences between formal and informal English, including idioms, slang, euphemisms, and metaphors. It provides tables that define key terms for each category. Formal English is used for academic writing and speeches, follows standard conventions, and uses precise vocabulary. Informal English is used for everyday conversations, may violate standard rules, and incorporates contractions, slang, and familiar terms. Idioms usually have fixed meanings and cannot be literally translated, while slang terms are non-standard and specific to a group. Euphemisms substitute indirect terms for taboo concepts, and metaphors use figurative language to describe something in terms of something else.
This document discusses strong and weak forms in English pronunciation. It explains that many common English words can be pronounced either with a strong or weak form depending on stress. The strong form is used when a word is stressed or at the end of a phrase, while weak forms are used for unstressed words. Using weak forms is important for fluent English as it is how native speakers naturally speak. The document provides examples of words and their strong and weak forms to illustrate this concept.
This document discusses the difficulties that francophone students face in mastering English grammar due to differences between French and English. It identifies five key areas of difference: possessive pronouns, question formation, negation, adverb placement, and tense/aspect. For each area, it explains how the French and English rules differ and why this causes challenges for francophone learners. The document concludes that awareness of these difficult areas will help instructors effectively teach English grammar to francophone students.
This document discusses levels of formality in writing and provides guidance on choosing an appropriate level of formality. It identifies four main levels - colloquial, informal, semi-formal, and formal - and provides examples and characteristics of each. The document stresses that the appropriate level depends on factors like audience and purpose. It encourages readers to consider context when choosing language and presents scenarios to practice determining the proper level of formality.
The document discusses the proper use of colons and semicolons in writing. It provides examples of how each punctuation mark is used and examines their effects on a piece of writing. The learning objectives are to understand when to use colons and semicolons, their effects, and how to incorporate them appropriately. Various exercises are included, such as identifying correct and incorrect usage, describing a tropical island experience using the punctuation, and reviewing a partner's work. The goal is to learn how these punctuation marks can impact writing style and flow.
This document discusses formal and informal language. It notes that informal words are not appropriate for formal writing. Some examples of informal words are those that are too vague like "a lot" or "stuff", first-person pronouns like "I" and "you", and contractions. It also advises against using certain sentence starters in formal writing like "Well", "So", or "In conclusion". Students are told to learn to proofread their writing to remove any informal or unnecessary words.
This document discusses five areas of English grammar that are difficult for French speakers to master due to differences from French grammar. These five areas are: 1) possessive pronouns, which differ in agreement, 2) question formation, which uses auxiliary "do" in English, 3) negation, which also uses auxiliary "do" paired with "not" in English, 4) adverb placement, which is more flexible in English, and 5) tense and aspect, specifically the definite vs. indefinite past expressed differently in each language. Providing awareness of these challenges can help instructors effectively teach English grammar to French students.
The document provides a lesson plan for teaching 7th grade students about expressing abilities using the modal verb "can" or "can't". The lesson objectives are to communicate on the phone, listen to and replicate conversations, and learn a new song related to expressing abilities. The lesson covers the uses of "can" and "can't", including forming questions and negatives, and includes exercises practicing conversational exchanges and listening to example dialogues.
Baluchi made easy mirán baluch raési (4)MRMusicHut
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This document provides an overview of discourse analysis, including its origins, importance, and key concepts. It discusses how discourse analysis focuses on language use beyond the sentence level and how it examines both interpersonal and textual linguistic functions. Key aspects covered include the difference between text and discourse, coherence and cohesion, conversational interactions, and the cooperative principle underlying most conversations.
The document discusses the differences between formal and informal language. Formal language is characterized by complex sentences, impersonality, learned vocabulary, and Latin-derived words. Informal language uses simpler grammar, personal evaluation, and colloquial or slang terms. Examples are given of formal versus informal letters, speech, and common word equivalents. Guidelines are provided for avoiding informal language when writing formally, such as not using contractions, first/second person pronouns, or starting sentences with conjunctions. Common colloquial words and expressions are also identified.
This document discusses different levels of formality in writing, including informal, semi-formal, and formal styles. It provides examples of how language appropriate for one context, like a text message, may be inappropriate in another, like a job application. The document emphasizes matching the level of formality to the audience and purpose of the writing.
This document outlines an agenda for a multi-day writing workshop, covering topics such as brainstorming, increasing reader interest through punctuation, character development, plot structure, grammar conventions, and editing writing through comma rules. It provides guidance, prompts, and activities for students on revising drafts to improve story elements like setting, characters, and plot sequence. Time is allotted for breaks, partner discussions, and independent writing.
This document discusses different approaches to grammar instruction, including prescriptive vs descriptive grammar, grammar and context, grammar and pronunciation, and form, meaning and use. It also covers deductive vs inductive presentation, meaningful practice, and focusing students on form through communicative interaction.
Essential japanese grammar masahiro tanimori & eriko satoShinichi Kudo
This document provides a summary of a book titled "A Comprehensive Guide to Contemporary Usage" by Masahiro Tanimori and Eriko Sato, published by Tuttle Publishing. It discusses the publisher Tuttle Publishing, which was founded in postwar Japan to revive the Japanese publishing industry and became a leading independent publisher of books on Asian culture and history. It also includes bibliographic information about the book being summarized, such as the copyright, cataloging data, and distribution details.
The document discusses the proper use of colons and semicolons in writing. It provides examples of how each punctuation mark is used and examines their effects on a piece of writing. The learning objectives are to understand when to use colons and semicolons, their effects, and how to incorporate them appropriately. Various exercises are included, such as identifying correct and incorrect usage, describing a tropical island experience using the punctuation, and reviewing a partner's work. The goal is to master the appropriate use of colons and semicolons.
The document provides guidance for revising poetry written for a class project. It includes the following key points:
1) Students should review the poems they have written and choose which ones to submit for the project. They should consider feedback from peers and clarification of poetic elements if needed.
2) The revision process involves carefully examining elements like titles, message clarity, rhythm, imagery, word choice, organization, spelling and punctuation. Students are encouraged to read their poems aloud to help identify areas for improvement.
3) The use of concrete imagery over abstract language and meaningful words over unnecessary ones can help strengthen the poems. Students should add to and cut from their writing to refine their poetic communication.
This document provides an overview of different types of poetry including couplet poetry, adjective poetry, poetry using onomatopoeia, and poetry using repetition. It defines these poetry forms and provides examples to illustrate each one. Students are encouraged to try writing their own poems using these styles and techniques. The document aims to teach students about various literary devices used in poetry.
This document is an excerpt from "The Art of Speech-Arabic Idioms Chapter" by Hussein Maxos. It provides an introduction and overview of the book, which contains Arabic idioms organized alphabetically. The introduction explains that idioms were collected from various sources and only common ones were included. It also describes how the idioms are arranged, translated, and classified. Synonyms, variations, and usage are discussed. The book aims to help non-native Arabic speakers understand and use idiomatic Arabic expressions.
Common Challenges of Japanese – English TranslationUlatus
This document discusses some of the common challenges in translating from Japanese to English. It notes that the languages have distinctly different structures, so literal translations may not make grammatical sense in English. It also discusses differences in grammar like tense, pronouns, and lack of articles or pluralization in Japanese. Homonyms with different meanings depending on kanji or context can confuse non-native translators. Understanding cultural references and variations in Japanese dialects also impacts accurate translation. Comprehension of sound symbolic words requires grasping their meaning from context. Overall, it emphasizes the importance of understanding language differences and native language skills for high quality translation between Japanese and English.
This document discusses the differences between formal and informal English, including idioms, slang, euphemisms, and metaphors. It provides tables that define key terms for each category. Formal English is used for academic writing and speeches, follows standard conventions, and uses precise vocabulary. Informal English is used for everyday conversations, may violate standard rules, and incorporates contractions, slang, and familiar terms. Idioms usually have fixed meanings and cannot be literally translated, while slang terms are non-standard and specific to a group. Euphemisms substitute indirect terms for taboo concepts, and metaphors use figurative language to describe something in terms of something else.
This document discusses strong and weak forms in English pronunciation. It explains that many common English words can be pronounced either with a strong or weak form depending on stress. The strong form is used when a word is stressed or at the end of a phrase, while weak forms are used for unstressed words. Using weak forms is important for fluent English as it is how native speakers naturally speak. The document provides examples of words and their strong and weak forms to illustrate this concept.
This document discusses the difficulties that francophone students face in mastering English grammar due to differences between French and English. It identifies five key areas of difference: possessive pronouns, question formation, negation, adverb placement, and tense/aspect. For each area, it explains how the French and English rules differ and why this causes challenges for francophone learners. The document concludes that awareness of these difficult areas will help instructors effectively teach English grammar to francophone students.
This document discusses levels of formality in writing and provides guidance on choosing an appropriate level of formality. It identifies four main levels - colloquial, informal, semi-formal, and formal - and provides examples and characteristics of each. The document stresses that the appropriate level depends on factors like audience and purpose. It encourages readers to consider context when choosing language and presents scenarios to practice determining the proper level of formality.
The document discusses the proper use of colons and semicolons in writing. It provides examples of how each punctuation mark is used and examines their effects on a piece of writing. The learning objectives are to understand when to use colons and semicolons, their effects, and how to incorporate them appropriately. Various exercises are included, such as identifying correct and incorrect usage, describing a tropical island experience using the punctuation, and reviewing a partner's work. The goal is to learn how these punctuation marks can impact writing style and flow.
This document discusses formal and informal language. It notes that informal words are not appropriate for formal writing. Some examples of informal words are those that are too vague like "a lot" or "stuff", first-person pronouns like "I" and "you", and contractions. It also advises against using certain sentence starters in formal writing like "Well", "So", or "In conclusion". Students are told to learn to proofread their writing to remove any informal or unnecessary words.
This document discusses five areas of English grammar that are difficult for French speakers to master due to differences from French grammar. These five areas are: 1) possessive pronouns, which differ in agreement, 2) question formation, which uses auxiliary "do" in English, 3) negation, which also uses auxiliary "do" paired with "not" in English, 4) adverb placement, which is more flexible in English, and 5) tense and aspect, specifically the definite vs. indefinite past expressed differently in each language. Providing awareness of these challenges can help instructors effectively teach English grammar to French students.
The document provides a lesson plan for teaching 7th grade students about expressing abilities using the modal verb "can" or "can't". The lesson objectives are to communicate on the phone, listen to and replicate conversations, and learn a new song related to expressing abilities. The lesson covers the uses of "can" and "can't", including forming questions and negatives, and includes exercises practicing conversational exchanges and listening to example dialogues.
Baluchi made easy mirán baluch raési (4)MRMusicHut
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This document provides an overview of discourse analysis, including its origins, importance, and key concepts. It discusses how discourse analysis focuses on language use beyond the sentence level and how it examines both interpersonal and textual linguistic functions. Key aspects covered include the difference between text and discourse, coherence and cohesion, conversational interactions, and the cooperative principle underlying most conversations.
The document discusses the differences between formal and informal language. Formal language is characterized by complex sentences, impersonality, learned vocabulary, and Latin-derived words. Informal language uses simpler grammar, personal evaluation, and colloquial or slang terms. Examples are given of formal versus informal letters, speech, and common word equivalents. Guidelines are provided for avoiding informal language when writing formally, such as not using contractions, first/second person pronouns, or starting sentences with conjunctions. Common colloquial words and expressions are also identified.
This document discusses different levels of formality in writing, including informal, semi-formal, and formal styles. It provides examples of how language appropriate for one context, like a text message, may be inappropriate in another, like a job application. The document emphasizes matching the level of formality to the audience and purpose of the writing.
This document outlines an agenda for a multi-day writing workshop, covering topics such as brainstorming, increasing reader interest through punctuation, character development, plot structure, grammar conventions, and editing writing through comma rules. It provides guidance, prompts, and activities for students on revising drafts to improve story elements like setting, characters, and plot sequence. Time is allotted for breaks, partner discussions, and independent writing.
This document discusses different approaches to grammar instruction, including prescriptive vs descriptive grammar, grammar and context, grammar and pronunciation, and form, meaning and use. It also covers deductive vs inductive presentation, meaningful practice, and focusing students on form through communicative interaction.
Essential japanese grammar masahiro tanimori & eriko satoShinichi Kudo
This document provides a summary of a book titled "A Comprehensive Guide to Contemporary Usage" by Masahiro Tanimori and Eriko Sato, published by Tuttle Publishing. It discusses the publisher Tuttle Publishing, which was founded in postwar Japan to revive the Japanese publishing industry and became a leading independent publisher of books on Asian culture and history. It also includes bibliographic information about the book being summarized, such as the copyright, cataloging data, and distribution details.
The document discusses the proper use of colons and semicolons in writing. It provides examples of how each punctuation mark is used and examines their effects on a piece of writing. The learning objectives are to understand when to use colons and semicolons, their effects, and how to incorporate them appropriately. Various exercises are included, such as identifying correct and incorrect usage, describing a tropical island experience using the punctuation, and reviewing a partner's work. The goal is to master the appropriate use of colons and semicolons.
The document provides guidance for revising poetry written for a class project. It includes the following key points:
1) Students should review the poems they have written and choose which ones to submit for the project. They should consider feedback from peers and clarification of poetic elements if needed.
2) The revision process involves carefully examining elements like titles, message clarity, rhythm, imagery, word choice, organization, spelling and punctuation. Students are encouraged to read their poems aloud to help identify areas for improvement.
3) The use of concrete imagery over abstract language and meaningful words over unnecessary ones can help strengthen the poems. Students should add to and cut from their writing to refine their poetic communication.
The document provides guidance for writing a new musical, including tips on studying other musicals, finding collaborators, developing an exciting story idea, structuring time for writing, focusing on passion over commercial potential, including humor, learning from mistakes, visualizing scenes, finding an original musical voice, crafting lyrics, and ensuring the story can be effectively told through song. It also outlines guidelines for submitting a new musical for consideration.
The document provides guidance on writing songs and discusses the importance of developing the song before focusing on production elements. It recommends starting with the song's subject matter, story, and ability to hold a listener's attention. Traditional song structures like verse-chorus are suggested but not required. The key is choosing an approach that supports the song's message. Production should enhance but not determine the song. The document stresses feeling a song's quality rather than overthinking it and advises demoing songs before full production.
This document provides an overview of poetry and some key poetic devices. It discusses how poetry can be written by anyone to express thoughts and feelings. It also explains some commonly used terms in poetry like stanzas, rhymes, and syllables. Finally, it covers different types of poetry such as couplet poetry, adjective poetry, poetry using onomatopoeia, and poetry using repetition. Examples are provided for each term and type of poetry.
This document provides a curriculum map for Key Stage 3 Music. It outlines 10 units that make up the recommended curriculum, including Stomp and Sing, The Power of the Pentatonic, and Band Musicianship 1: The Four-Chord Trick. Each unit contains multiple lessons with objectives about musical concepts and skills. The curriculum is designed to be flexible, evidence-informed, and accessible to enable schools to tailor it to their needs while building students' powerful musical knowledge.
This document provides guidance on conducting interviews. It outlines the steps to take before, during, and after an interview. Some key points include preparing questions in advance, being flexible and asking follow-up questions during the interview, maintaining eye contact with the interviewee, and thanking them after by sending a card or small gift. The overall purpose is to help students properly structure and conduct an effective interview.
This document provides 33 tips for improving spoken English without taking classes. Some key tips include recording yourself speaking and comparing to fluent speakers, reading aloud dialogues to practice vocal muscles, learning about pronunciation challenges specific to one's native language, choosing an accent to imitate, practicing tongue twisters and spelling names/numbers aloud, and using contractions to make speech more efficient. The document encourages spending 15 minutes per day on one tip over 33 days to notice a significant improvement in spoken English abilities.
Comparing Song And Poems
Song Comparison Essay
Analyzing The Song What Its Like
Music Content Comparison
Music Comparison Essay
Essay About Song Lyrics
Comparative Essay-Music
SONGWRITING LESSON - HOW TO WRITE A SONGElijahSantos4
The document provides guidance and tips for writing songs for worship. It discusses the purpose of songwriting according to scripture and how writing songs allows people to encounter God and express truths about Him. Songwriting milestones can encourage others like the stones in Joshua. Well-written songs can be shared to encourage people long after a sermon. The document then provides tips for songwriting like developing a structure with verses, choruses and bridges, gathering inspiration from scripture, and getting feedback from others to strengthen songs.
Tony Moore is a lifelong musician with an eclectic career that includes playing with Iron Maiden in the early days, being keyboard player in Cutting Crew (I Just Died In Your Arms Tonight) in the 80’s as well as releasing and performing his own music to hundreds of thousands of people around the world.
This document provides an overview of speech choirs, including what they are, their history, and key elements. Speech choirs are performance groups that recite speeches, poems, or other literary works in unison, often with choreography and costumes. The document discusses the two main types of speech choirs and lists the typical components like members, pieces, choreography, costuming, and voice qualities. It provides tips for conducting a speech choir, such as teaching pronunciation, stress, and intonation. The goal is for members to feel and clearly deliver the piece with the intent of being understood by the audience.
This document provides instructions for a lesson that teaches students how to use descriptive words and imagery in their writing. Students will analyze song lyrics to understand how artists convey meaning and tell stories through their words. They will consider how music videos can help or hurt in sharing the artist's message by looking at camera angles, lighting, scenery and tone.
This chapter discusses listening to, speaking about, reading, and writing poems and songs. It includes activities where students practice identifying parts of poems, finding information and drawing conclusions, responding to words/phrases, performing poems, interpreting meanings, and writing ideas/stories based on poems and songs. Students listen to and discuss the meaning of sample poems and songs. They also practice pronunciation of words from a poem.
The document provides instructions for the first part of a poetry project. Students are asked to write three synopses, each one paragraph summarizing a poem and the next explaining its significance to the student. Examples are given of how to include the title, author, theme, and a concluding sentence to interest the reader. Students are advised to use sentence combining and paraphrasing to concisely summarize the key details and theme in one introductory sentence for each poem. The next lesson will cover using evidence from the poems to support the identified theme.
This document introduces the book Poetry For Dummies and provides an overview of its contents and organization. It aims to make poetry accessible to all readers by explaining how to read, interpret and write poetry. The book is divided into six parts that cover reading poetry, analyzing poetic techniques and forms, a historical overview of poetry, guidance for writing poetry, lists of common myths and great poems, and additional resources. Its goal is to help readers discover and appreciate poetry through practical tips, exercises and recommendations.
The document discusses techniques for improving student writing through modeling and instruction. It emphasizes adding sensory details, elaboration, and varied sentence structure. Teachers are encouraged to write in front of students and think aloud to model the writing process. Rubrics are examined to clarify what qualities like content, organization and style mean for students. Suggestions are provided for lessons focusing on voice, word choice, sentence fluency and other elements.
'Nature was etched in Britten's music': the bird watching composerDj Rama
Mixing Britten’s folk songs with poetry and soundscapes, soprano Marci Meth took inspiration from the composer himself to create an album inspired by and embedded in the countryside that he loved
From “Paparazzi” and “Bad Romance” to “John Wayne” and “Rain on Me” — we talked to the Gaga collaborators who helped make some ofthe best videos ofthe 21st Century
Everybody Dance Now: 20 Songs to Get the Party StartedDj Rama
It may be a while before dance floors are packed again. But music remains a priority for couples, even when hosting intimate socially distanced weddings and celebrations in person or via video conferencing apps and platforms. Hiring a D.J. for your reception — even a virtual one — offers several advantages.
Trust Us, DJ Snake ' s New Single 'Trust Nobody ' Is Pretty MajorDj Rama
Altogether these elements amalgamate into a massive anthem that would certainly get tens of thousands of heads banging if DJ Snake were able to play it live this summer. Alas, as that form of collective catharsis is currently unavailable, we recommend that you just turn this one up as loud as is appropriate to your current surroundings and just headbang by yourself or with a group of socially distanced friends. You may also consider turning it up in your headphones and just running as fast as you can for as long as you can. Another option is to blast it through your car speakers while driving as fast as is safely possible.
Regardless of your reason, pursuing a career as a DJ can be expensive, according to DJ Rama. Unlike a singer who mostly just relies on their voice and songwriting skills, a DJ needs equipment, and those are seldom affordable. Here is a breakdown of what you need to become a DJ and their cost.
Passion alone is not enough to achieve greatness in the music industry. One must have the right set of skills to even compete against local and international talents. The same can be said when aspiring to be a professional DJ. No matter how expensive your gear is, skill is what separates those who play in small clubs and packed concert venues. DJ Rama shares his musthave skills for professional DJs.
Prevent tinnitus after a concert with these stepsDj Rama
Temporary tinnitus, the condition where one hears ringing, hissing, or whistling sound in one's ears can subside after a few days. Here are some steps to prevent this discomfort
Switching to IEMs: Getting used to the new set-upDj Rama
Transitioning from floor monitors to in-ear monitors (IEMs) requires some adjustments:
1. Musicians need to find the right fitting IEMs, either custom-made or using memory foam buds, to ensure they stay in place during a performance.
2. Learning how to mix their own sound will allow musicians to prioritize the sounds they need to hear and remove unnecessary noise that could damage their hearing.
3. It is recommended to always wear both IEM earpieces to allow the ears to adjust properly to the mix volume and prevent interference during a performance.
Successful musical artists such as Jay-Z, Jennifer Lopez, John Mayer, and Adele won’t sound the way they do without a little magic from audio engineers. These professionals don’t necessarily tweak the artists’ vocals and musical arrangements, but they make sure the artists hear the sound the way they should. DJ Rama
How Music Videos Get Made in the Time of the CoronavirusDj Rama
When stay-at-home orders were finally enacted in Florida in early April, DrewFilmedIt left his place in Miami and made the four-hour drive to St. Petersburg, Florida, to be with his family. The 19-year-old director spent the first two weeks of lockdown playing video games. Then the Pompano Beach rapper Jackboy called him about making a music video. Drew turned the opportunity down. But Jackboy kept calling. And calling.
Music trends for gaming and the possibilities for brands Today Dj Rama
The document discusses the relationship between music and gaming, noting that early developers understood the power of music to create memorable experiences. It provides examples of iconic startup sounds and game soundtracks. More recently, popular games like Fortnite have hosted live virtual concerts with musicians like Travis Scott, attracting millions of viewers. The author argues that gaming offers unique opportunities for brands to engage audiences through creative partnerships that blend music, gaming experiences, and real-world sports.
Stephin Merritt of the Magnetic Fields: ' used to live in a commune where mus...Dj Rama
Is it ingrained in him that this is the perfect length for a pop song? “It’s ingrained in everyone in Gen X or earlier,” he says. “It used to be that seven-inch singles were 2 mins 50 in length maximum – this is before Bohemian Rhapsody and such epics were considered singles.” It’s much more rare for him to write a song that lasts around five minutes. “That’s long to me, yes, both in my tastes and musical output. I like bubblegum and experimental music so I’m comfortable with two minutes and I’m comfortable with six hours.”
DJ Rama. Musicians, sound designers, audio technicians, and even avid music fans are at risk of hearing loss. Being exposed to loud music or using headphones, earphones, or in-ear monitors for hours can damage the ears. Here are some tips to protect one’s hearing.
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Mr. Brainwash ❤️ Beautiful Girl _ FRANK FLUEGEL GALERIE.pdfFrank Fluegel
Mr. Brainwash Beautiful Girl / Mixed Media / signed / Unique
Year: 2023
Format: 96,5 x 127 cm / 37.8 x 50 inch
Material: Fine Art Paper with hand-torn edges.
Method: Mixed Media, Stencil, Spray Paint.
Edition: Unique
Other: handsigned by Mr. Brainwash front and verso.
Beautiful Girl by Mr. Brainwash is a mixed media artwork on paper done in 2023. It is unique and of course signed by Mr. Brainwash. The picture is a tribute to his own most successful work of art, the Balloon Girl. In this new creation, however, the theme of the little girl is slightly modified.
In Mr. Brainwash’s mixed media artwork titled “Beautiful Girl,” we are presented with a captivating depiction of a little girl adorned in a summer dress, with two playful pigtails framing her face. The artwork exudes a sense of innocence and whimsy, as the girl is shown in a dreamy state, lifting one end of her skirt and looking down as if she were about to dance. Through the use of mixed media, Mr. Brainwash skillfully combines different artistic elements to create a visually striking composition. The vibrant colors and bold brushstrokes bring the artwork to life, evoking a sense of joy and happiness. The attention to detail in the girl’s expression and body language adds depth and character to the piece, allowing viewers to connect with the young protagonist on a personal and emotional level. “Beautiful Girl” is a testament to Mr. Brainwash’s unique artistic style, blending elements of street art, pop art, and contemporary art to create a visually captivating and emotionally resonant artwork.
The use of mixed media in “Beautiful Girl” adds an additional layer of complexity to the artwork. By combining different artistic techniques and materials, such as stencils, spray paint, and collage, Mr. Brainwash creates a dynamic and textured composition that grabs the viewer’s attention. The juxtaposition of different textures and patterns adds depth and visual interest to the piece, while also emphasizing the artist’s eclectic and experimental approach to art-making. The inclusion of collage elements, such as newspaper clippings and torn posters, further enhances the artwork’s urban and contemporary feel. Overall, “Beautiful Girl” is a visually captivating and thought-provoking artwork that showcases Mr. Brainwash’s talent for blending different artistic elements to create a truly unique and engaging piece.
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4 tips for writing lyrics
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24 tips for writing lyrics
By Chris Wickett 25 days ago
There are many di erent approaches, and what will work well for one lyricist will not necessarily work for another,
but here are some tips, tricks, dos and don'ts...
The process of writing lyrics, perhaps more than any other discipline in music, is very personal to the writer. Everyone has a di erent
approach, and what will work well for one lyricist will not necessarily work for another. Some people can write a whole song in ve
minutes, for some people it can take months.
However you write, though, and whatever your style, we've put together some pointers that we hope will prove useful. Some of them are
rules of thumb; others are ideas to help you get out of any creative rut.
The main thing to remember is that as with any other art form, there is no right or wrong way to do it. Experiment with the tips, tricks, dos
and don'ts below, but remember that in this case, the rules can sometimes be broken.
Like any other creative process such as playing guitar or programming synth sounds, lyric-writing is a skill that can be learnt and
improved upon
THE NO.1 WEBSITE FOR MUSICIANS
2. 1. Practice
Like any other creative process such as playing guitar or programming synth sounds, lyric-writing is a skill that can be learnt and improved
upon.
2. Don't be disheartened
Don't be disheartened if your lyrics aren't perfect on the rst draft. Many professional writers will rewrite a song's lyrics dozens of times
before they make it onto record.
3. Persevere
More often than not, songs aren't born, they're created and sculpted. Don't expect a song to arrive fully formed; they sometimes take time
and you'll need to work at it.
4. Move on
If you can't quite gure out how to say what you want within a particular line, jot down the gist of it and move on to another part of the
song - you can come back to it later. That way, you won't spend hours wrestling with one small line that might turn out to be insigni cant
in the wider context of the song.
5. Elevator pitch
Try to have a clear idea of what the song is about. You should be able to sum up the essence of the song in one sentence.
6. Analyse other songs
Try to pick out the di erences in lyrics between your favourite songs and your own, and apply any lyrical techniques you learn to your own
work.
7. Structural works
Make sure the song has a clear structure and progression. This is particularly important in narrative songs (songs that tell a story). A quick
test is to read the nished song through from start to nish, asking yourself "does this make sense?"
8. Use context
Adding a back-story to explain the situation (for example) can add interest, and can change the entire meaning of any lyrics following it.
9. Use perspective
For example, a classic songwriting trick is to describe an event in the rst verse, and add perspective by describing how it a ected you or
made you feel in the second verse. Another viewpoint can put an interesting spin on an otherwise straightforward point.
10. Choruses are from Venus, verses are from Mars
Choruses require a di erent approach to verses, especially if you're writing pop. They often need to be more 'plain' and easy to remember.
A common trick is to write the 'setup' during the verse, and the emotional 'payo ' in the chorus.
11. Experiment
Experiment with rhythm within a line. A line can have its own rhythmic bounce or air and still t in within the overall rhyming scheme.
12. Use light and shade
Contrasting the happy and positive with the sad and downbeat within a song can be very powerful. Context is everything: a joyous chorus
after a more solemn verse can make the chorus even more uplifting.
13. Concision
Don't use an excess of adjectives, or describing words. While they are clearly essential to a songwriter, adding too many can make a lyric
less concise.
14. Don't be scared of imagery
Don't feel that using imagery will make your lyrics too arty or owery. Used well, it can evoke emotions or moods that can't be created by
using blunt description alone.
15. Careful with the abstract
Be careful when using the emotional abstract, for example, saying things like "I want to feel free". Complex emotions are often di cult to
describe; it's sometimes more e ective to use imagery (see tip 14) or context (see tip 8) to convey an emotion rather than simply stating it.
16. Experiment with tense
It can be interesting to write about the past, present and future, sometimes all within the same song.
17. Be clear
Remember that the listeners might miss a word, or a line, or three. Don't rely on just one small line to put the whole song in context.
3. 18. Experiment with attitude
Songs can be humble, arrogant, hopeful, sombre, aggressive and more. Creative droughts can often be tackled by radically changing the
outlook of your lyrics. This isn't to say that you shouldn't be yourself, but a bit of experimentation won't hurt.
19. Experiment with pronouns
Songs don't always have to be written using 'you' or 'I'. Lyrics with plural pronouns such as 'we' and 'they', for example, can give a very
di erent feel to a song. Avoid using too many di erent pronouns in the same song though as this may be confusing.
20. Don't use too many words
Cramming a line full of words where they clearly won't t may cause each word to lose its impact; it's normally wiser to re-write the line
completely rather than trying to play literary Tetris.
21. Be aware of the 'sounds' of words
Words have an inherent sound to them which becomes even more pronounced when sung rather than spoken. Some words sound spikey,
some stodgy, some open, some blunt, some roll o the tongue. Take the sound as well the meaning of the word into account when
writing.
22. Be cautious when using 'clever' or overly elaborate language
These words often look ne on paper, but normally don't translate well into song. You also run the risk of alienating listeners that don't
know what a word means.
23. Consider the rhyming scheme, if there is one
It's important to remember that how 'catchy' your song is in not just a product of the music and melody; it also comes from the lyrics,
especially the rhythm and rhyming scheme.
24. Avoid ller!
If possible, avoid writing ller lines in order to make rhymes work. It's ne to use ller when mapping out the structure of the song, but
you should use any subsequent re-writes to try and make each line count in is own right.
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