Technology Counts... With Numbers (A Personal School Project)Sophia Castillo
You may have to adjust your volume a few times throughout the presentation. I tried my best to adjust where I could, but I didn't realize- when I was recording- that the volume was way lower for some. I'm a mess, I'm sorry.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
The document discusses the power of music and its ability to bring people together. It encourages opening your mind and sharing music freely without words. It suggests that within music, you can find freedom and discovery. It promotes joining an online community dedicated to sharing musical experiences and lessons for instruments like ukulele and percussion.
The document discusses the use of the modal verb "can" to talk about ability and possibility. It provides examples of using "can" to express what is possible or what someone is able to do. It also discusses using "can" in questions to make requests or ask someone to do something. The document includes a sample conversation where the characters ask each other if they can play instruments and what instruments they can play, using the modal verb "can".
UNIT-5-tercero-primaria-soluciones-1.pdfYolanda Ramon
This document provides vocabulary and grammar exercises related to free time activities and the verb "gustar" (to like) in Spanish. It includes a list of hobbies and activities vocabulary to copy, examples of using the verb "gustar" with gerunds, and sentences to complete and write using the target grammar and vocabulary. Students are asked to write out the vocabulary, complete sentences with the correct verb forms, transform sample sentences between affirmative, interrogative and negative, and write additional sentences about people's preferences.
This document provides instructions for learning to read music by introducing the musical staff and notes. It explains that the lines on the staff represent the notes EGBDF and the spaces represent the notes FACDE. The document then provides exercises and games to help practice identifying notes and rhythms.
This document discusses how to customize your own drum set using household items and your own body. It explains that drums are important for providing rhythm and stability in music. It recommends experimenting by turning everyday objects like computer parts or picoboards into drums by making them produce sounds. The goal is to encourage the reader to use their creativity and turn themselves into a drummer by using their hands or other body parts to explore rhythm and music.
Technology Counts... With Numbers (A Personal School Project)Sophia Castillo
You may have to adjust your volume a few times throughout the presentation. I tried my best to adjust where I could, but I didn't realize- when I was recording- that the volume was way lower for some. I'm a mess, I'm sorry.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
The document discusses the power of music and its ability to bring people together. It encourages opening your mind and sharing music freely without words. It suggests that within music, you can find freedom and discovery. It promotes joining an online community dedicated to sharing musical experiences and lessons for instruments like ukulele and percussion.
The document discusses the use of the modal verb "can" to talk about ability and possibility. It provides examples of using "can" to express what is possible or what someone is able to do. It also discusses using "can" in questions to make requests or ask someone to do something. The document includes a sample conversation where the characters ask each other if they can play instruments and what instruments they can play, using the modal verb "can".
UNIT-5-tercero-primaria-soluciones-1.pdfYolanda Ramon
This document provides vocabulary and grammar exercises related to free time activities and the verb "gustar" (to like) in Spanish. It includes a list of hobbies and activities vocabulary to copy, examples of using the verb "gustar" with gerunds, and sentences to complete and write using the target grammar and vocabulary. Students are asked to write out the vocabulary, complete sentences with the correct verb forms, transform sample sentences between affirmative, interrogative and negative, and write additional sentences about people's preferences.
This document provides instructions for learning to read music by introducing the musical staff and notes. It explains that the lines on the staff represent the notes EGBDF and the spaces represent the notes FACDE. The document then provides exercises and games to help practice identifying notes and rhythms.
This document discusses how to customize your own drum set using household items and your own body. It explains that drums are important for providing rhythm and stability in music. It recommends experimenting by turning everyday objects like computer parts or picoboards into drums by making them produce sounds. The goal is to encourage the reader to use their creativity and turn themselves into a drummer by using their hands or other body parts to explore rhythm and music.
The document discusses the simple present tense in English. It provides examples of the affirmative, interrogative, and negative forms of the simple present tense using common verbs like "study", "have", "eat", and "drive". It also discusses how the simple present tense is used to describe actions that are happening at the present moment.
This document provides an overview of simple present tense in English. It discusses how the simple present is used for repeated actions, things in general, and fixed arrangements. It then explains how to form affirmative sentences, negative sentences, and yes/no questions in the simple present tense. Affirmative sentences follow patterns like "I read books" while negatives use auxiliaries like "don't" and questions use "do" or "does". Examples are provided to illustrate these patterns.
The document outlines an activity where students will: 1) look at pictures from a music video, 2) listen to the song, 3) learn the rhythm and stress of the chorus, 4) practice singing the chorus, and 5) write their own songs. They will view pictures from the music video and discuss how the people in the pictures are feeling. Students will then listen to the song and discuss how it makes them feel. They will learn the lyrics and rhythm of the chorus and watch the original music video, pausing to discuss why the people shown appear happy.
This document discusses the use of stative verbs like think, have, feel, smell, taste, see, and like. It explains that some stative verbs can be used in both the simple present and continuous tenses to indicate deliberate or ongoing actions, while others are generally only used in the simple present tense to indicate mental states or perceptions. Specific examples are provided to illustrate the different uses of each verb in both simple and continuous tenses.
Alejandro Parra is a 15-year-old boy from Chagualo who attends the Colegio Loyola para la Ciencia y la Innovación. He enjoys listening to electro and reggae music in his free time and playing soccer, though he does not practice sports regularly. His favorite subject in school is philosophy and his favorite teacher is William Perez.
This document outlines a typical daily routine from waking up at 4:20 AM to going to bed at around 11:30 PM. It includes taking a shower from 4:25-5 AM, having breakfast and brushing teeth around 5 AM, leaving the house at 7 AM to begin work, usually eating lunch between 12:10-2:30 PM, leaving work between 3-9 PM, listening to pop and bachata music from around 10:30 PM, and going to bed on weekdays and weekends.
This document provides examples of questions using "do/does" and short dialogues practicing asking and answering these types of questions about hobbies and activities. It includes directions for classroom activities where students form groups based on shared interests and ask each other questions to learn more about each other. Examples of questions include "Do you like painting?", "Do you go to concerts?", and "Do you dance at discos?". Students are encouraged to discuss what they like or don't like and why.
This document provides examples of different types of questions, tenses, comparisons, time conjunctions, modals, and other grammar structures in English. It includes direct questions, wh- questions, alternative questions, indirect questions, question tags, and other question types. It also discusses the present simple, present continuous, past simple, past continuous, past perfect, and narrative tenses. Comparisons are made using comparative forms, as...as structures, and modifiers. Finally, it covers time conjunctions like as, when, while, finally, and at first as well as modals and structures like used to and would.
The document discusses the simple present tense in English. It provides examples of when the simple present tense is used, such as for habitual or repeated actions. It also outlines the rules for verb conjugation in the simple present, including for the third person singular and forming wh- questions. Examples of verbs in the simple present tense are given.
This document provides information about the present simple tense in English, including its uses, formation, and spelling rules. It is used to describe habitual or repeated actions (e.g. "I read the newspaper every morning") and general truths (e.g. "The sun rises in the east"). The present simple is formed by using the base form of the verb for the first and third person singular, and adding -s for the third person singular of regular verbs. There are also examples of forming affirmative, negative, and interrogative sentences in the present simple.
The document contains a survey asking questions about music preferences, experience playing instruments, and opinions on different types of musical ensembles. It inquires about the respondent's gender, age, favorite color, instrument played if any, music lessons, school music education, favorite instrument, music genres, views on documentaries and brass bands, and an instrument they wish they could play.
The document discusses how to form the past simple tense in English. It distinguishes between regular verbs, which form the past simple by adding "-ed", and irregular verbs, which have unpredictable past forms that must be memorized. Examples are provided of common regular and irregular verbs in the past simple. The uses of the past simple tense include talking about completed actions and events that occurred at specific times in the past. Exercises are included for the reader to practice forming sentences in the past simple tense.
This document is an album of photographs by Anabel. It includes photos of Anabel talking on the phone, hanging out with friends, going in-line skating, watching TV, listening to music, and having fun on the beach. The document also includes exercises to match words like listening, eating, hanging, going, and watching with phrases containing friends, music, restaurants, TV, and the beach.
The document discusses audience research on music videos. It asks respondents about their music video preferences and viewing habits. Respondents indicate they enjoy music videos with dancing, bands playing instruments, eccentric elements, and stories. They watch videos in their spare time or when recommended by friends. Respondents watch music videos to experience the music visually and because they find the videos entertaining. The document also discusses conventions of indie rock music videos and asks respondents to identify videos that follow these conventions.
The document is a multimedia presentation by Sophia Castillo about music in her life. It discusses that she has played piano since age six, performing solo and in duets. It also mentions that she learns songs by reading sheet music, playing by ear, or following video tutorials. The presentation further notes that while she uses all three methods, she mostly learns by reading sheet music. In addition to playing piano, Sophia enjoys singing, having been in choir since seventh grade. Her favorite songs to sing are listed. The presentation concludes by thanking the viewer.
The document discusses different styles of music and musical instruments. It asks about favorite music styles and how important it is for friends to like the same music. It also questions whether the person has filled their hard drive with MP3 files. Additionally, it covers playing instruments like the bombarde, a Breton flute, and guitar. The bombarde player started at age 7 and their family is involved in Celtic music. The guitar gives its player a unique sensation and sound after 5 years of playing, though it is difficult to progress.
Jacques Hopkins created a workbook to teach people to learn piano in a fun and engaging way. Over 100,000 people have downloaded the free workbook. Traditional piano lessons did not work well for Jacques, and after 12 years of lessons he could only play two songs. He has since developed a better approach to teaching piano that is fast and fun. The workbook teaches people to learn 36 popular songs within 5 days by learning piano concepts instead of just memorizing songs. It teaches chords and how to improvise rather than just playing what is written on sheet music.
Jacques Hopkins created a workbook to teach people to learn piano in a fun and engaging way. Over 100,000 people have downloaded the free workbook. Traditional piano lessons did not work well for Jacques, and after 12 years of lessons he could only play two songs. He has since developed a better approach to teaching piano that is fast and fun. The workbook teaches people to learn 36 popular songs within 5 days by learning piano concepts instead of just memorizing songs. It teaches chords and how to improvise rather than just playing what is written on sheet music.
This document discusses how music affects the brain and its benefits. It explains that music can improve mood, enhance learning, and help with mood and brain disorders. Listening to music while studying or doing homework can help with memorization and reduce stress. Music exposure in the womb and early childhood is beneficial for development. Playing a musical instrument increases brain activity and benefits both children and seniors. Music therapy can help treat various mood and brain disorders. Overall, the document illustrates the positive impacts of music on brain function and development.
In episode fourteen of the podcast, Adam interviews Dylan Owen, a renowned rap artist based in New York City. The interview begins with Dylan speaking about his childhood and how a love of rhyming transitioned into rap battles in school (01:57 – 09:43). He then discusses the genesis of A Living Inverse, his first rap EP (09:44 – 13:44), and how he initially promoted his new music (13:45 – 17:19). Dylan then speaks about his creative process, his decision to leave Cornell University and move to New York City, his journey as he continued releasing music, and when he became increasingly recognized for his work (17:20 – 30:38). The interview concludes with Dylan speaking about his upcoming album (30:39 – 37:32) and his thoughts on creativity in general and the music industry (37:33 – 47:03). For show notes, visit www.thepowerofbold.com. To listen to the entire episode, feel free to follow the links below:
iTunes: https://buff.ly/2WC6JTc
Google Play: https://buff.ly/2WCQxRP
Spotify: https://buff.ly/2WF1nGL
Stitcher: https://buff.ly/2WFC87B
The document discusses the simple present tense in English. It provides examples of the affirmative, interrogative, and negative forms of the simple present tense using common verbs like "study", "have", "eat", and "drive". It also discusses how the simple present tense is used to describe actions that are happening at the present moment.
This document provides an overview of simple present tense in English. It discusses how the simple present is used for repeated actions, things in general, and fixed arrangements. It then explains how to form affirmative sentences, negative sentences, and yes/no questions in the simple present tense. Affirmative sentences follow patterns like "I read books" while negatives use auxiliaries like "don't" and questions use "do" or "does". Examples are provided to illustrate these patterns.
The document outlines an activity where students will: 1) look at pictures from a music video, 2) listen to the song, 3) learn the rhythm and stress of the chorus, 4) practice singing the chorus, and 5) write their own songs. They will view pictures from the music video and discuss how the people in the pictures are feeling. Students will then listen to the song and discuss how it makes them feel. They will learn the lyrics and rhythm of the chorus and watch the original music video, pausing to discuss why the people shown appear happy.
This document discusses the use of stative verbs like think, have, feel, smell, taste, see, and like. It explains that some stative verbs can be used in both the simple present and continuous tenses to indicate deliberate or ongoing actions, while others are generally only used in the simple present tense to indicate mental states or perceptions. Specific examples are provided to illustrate the different uses of each verb in both simple and continuous tenses.
Alejandro Parra is a 15-year-old boy from Chagualo who attends the Colegio Loyola para la Ciencia y la Innovación. He enjoys listening to electro and reggae music in his free time and playing soccer, though he does not practice sports regularly. His favorite subject in school is philosophy and his favorite teacher is William Perez.
This document outlines a typical daily routine from waking up at 4:20 AM to going to bed at around 11:30 PM. It includes taking a shower from 4:25-5 AM, having breakfast and brushing teeth around 5 AM, leaving the house at 7 AM to begin work, usually eating lunch between 12:10-2:30 PM, leaving work between 3-9 PM, listening to pop and bachata music from around 10:30 PM, and going to bed on weekdays and weekends.
This document provides examples of questions using "do/does" and short dialogues practicing asking and answering these types of questions about hobbies and activities. It includes directions for classroom activities where students form groups based on shared interests and ask each other questions to learn more about each other. Examples of questions include "Do you like painting?", "Do you go to concerts?", and "Do you dance at discos?". Students are encouraged to discuss what they like or don't like and why.
This document provides examples of different types of questions, tenses, comparisons, time conjunctions, modals, and other grammar structures in English. It includes direct questions, wh- questions, alternative questions, indirect questions, question tags, and other question types. It also discusses the present simple, present continuous, past simple, past continuous, past perfect, and narrative tenses. Comparisons are made using comparative forms, as...as structures, and modifiers. Finally, it covers time conjunctions like as, when, while, finally, and at first as well as modals and structures like used to and would.
The document discusses the simple present tense in English. It provides examples of when the simple present tense is used, such as for habitual or repeated actions. It also outlines the rules for verb conjugation in the simple present, including for the third person singular and forming wh- questions. Examples of verbs in the simple present tense are given.
This document provides information about the present simple tense in English, including its uses, formation, and spelling rules. It is used to describe habitual or repeated actions (e.g. "I read the newspaper every morning") and general truths (e.g. "The sun rises in the east"). The present simple is formed by using the base form of the verb for the first and third person singular, and adding -s for the third person singular of regular verbs. There are also examples of forming affirmative, negative, and interrogative sentences in the present simple.
The document contains a survey asking questions about music preferences, experience playing instruments, and opinions on different types of musical ensembles. It inquires about the respondent's gender, age, favorite color, instrument played if any, music lessons, school music education, favorite instrument, music genres, views on documentaries and brass bands, and an instrument they wish they could play.
The document discusses how to form the past simple tense in English. It distinguishes between regular verbs, which form the past simple by adding "-ed", and irregular verbs, which have unpredictable past forms that must be memorized. Examples are provided of common regular and irregular verbs in the past simple. The uses of the past simple tense include talking about completed actions and events that occurred at specific times in the past. Exercises are included for the reader to practice forming sentences in the past simple tense.
This document is an album of photographs by Anabel. It includes photos of Anabel talking on the phone, hanging out with friends, going in-line skating, watching TV, listening to music, and having fun on the beach. The document also includes exercises to match words like listening, eating, hanging, going, and watching with phrases containing friends, music, restaurants, TV, and the beach.
The document discusses audience research on music videos. It asks respondents about their music video preferences and viewing habits. Respondents indicate they enjoy music videos with dancing, bands playing instruments, eccentric elements, and stories. They watch videos in their spare time or when recommended by friends. Respondents watch music videos to experience the music visually and because they find the videos entertaining. The document also discusses conventions of indie rock music videos and asks respondents to identify videos that follow these conventions.
The document is a multimedia presentation by Sophia Castillo about music in her life. It discusses that she has played piano since age six, performing solo and in duets. It also mentions that she learns songs by reading sheet music, playing by ear, or following video tutorials. The presentation further notes that while she uses all three methods, she mostly learns by reading sheet music. In addition to playing piano, Sophia enjoys singing, having been in choir since seventh grade. Her favorite songs to sing are listed. The presentation concludes by thanking the viewer.
The document discusses different styles of music and musical instruments. It asks about favorite music styles and how important it is for friends to like the same music. It also questions whether the person has filled their hard drive with MP3 files. Additionally, it covers playing instruments like the bombarde, a Breton flute, and guitar. The bombarde player started at age 7 and their family is involved in Celtic music. The guitar gives its player a unique sensation and sound after 5 years of playing, though it is difficult to progress.
Jacques Hopkins created a workbook to teach people to learn piano in a fun and engaging way. Over 100,000 people have downloaded the free workbook. Traditional piano lessons did not work well for Jacques, and after 12 years of lessons he could only play two songs. He has since developed a better approach to teaching piano that is fast and fun. The workbook teaches people to learn 36 popular songs within 5 days by learning piano concepts instead of just memorizing songs. It teaches chords and how to improvise rather than just playing what is written on sheet music.
Jacques Hopkins created a workbook to teach people to learn piano in a fun and engaging way. Over 100,000 people have downloaded the free workbook. Traditional piano lessons did not work well for Jacques, and after 12 years of lessons he could only play two songs. He has since developed a better approach to teaching piano that is fast and fun. The workbook teaches people to learn 36 popular songs within 5 days by learning piano concepts instead of just memorizing songs. It teaches chords and how to improvise rather than just playing what is written on sheet music.
This document discusses how music affects the brain and its benefits. It explains that music can improve mood, enhance learning, and help with mood and brain disorders. Listening to music while studying or doing homework can help with memorization and reduce stress. Music exposure in the womb and early childhood is beneficial for development. Playing a musical instrument increases brain activity and benefits both children and seniors. Music therapy can help treat various mood and brain disorders. Overall, the document illustrates the positive impacts of music on brain function and development.
In episode fourteen of the podcast, Adam interviews Dylan Owen, a renowned rap artist based in New York City. The interview begins with Dylan speaking about his childhood and how a love of rhyming transitioned into rap battles in school (01:57 – 09:43). He then discusses the genesis of A Living Inverse, his first rap EP (09:44 – 13:44), and how he initially promoted his new music (13:45 – 17:19). Dylan then speaks about his creative process, his decision to leave Cornell University and move to New York City, his journey as he continued releasing music, and when he became increasingly recognized for his work (17:20 – 30:38). The interview concludes with Dylan speaking about his upcoming album (30:39 – 37:32) and his thoughts on creativity in general and the music industry (37:33 – 47:03). For show notes, visit www.thepowerofbold.com. To listen to the entire episode, feel free to follow the links below:
iTunes: https://buff.ly/2WC6JTc
Google Play: https://buff.ly/2WCQxRP
Spotify: https://buff.ly/2WF1nGL
Stitcher: https://buff.ly/2WFC87B
The document profiles 4 musicians - Sheku Kanneh-Mason who plays the cello, Daniel Platzman who plays the drums in Imagine Dragons, Lizzo who sings and plays the flute, and provides vocabulary related to musical instruments, types of music, opinion adjectives about music, and live music.
The document outlines the goals and procedure for an 8th form English lesson about music. The lesson aims to review music vocabulary, develop reading comprehension, and encourage appreciation for music. The procedure includes warm-up questions about music preferences, reviewing instruments through visuals and descriptions, reading a biography about Michael Jackson, listening to and analyzing an Ed Sheeran song, and partner work to learn about each other's music tastes. The lesson concludes with students sharing their favorite music-related words.
This document provides an overview of Music 3 Class which will focus on ostinato patterns. The class will include an opening song and prayer, a presentation on tapping and clapping rhythmic patterns, a discussion on using instruments and other sound sources to show steady beat, watching videos that demonstrate ostinato, learning a song called the Canoe Song that uses ostinato, and evaluating their understanding by singing the song with a partner at home while playing an ostinato pattern on instruments.
Jane is a 16-year-old American girl who lives in California and has a problem at home because she is not a good student. She dreams of learning to play the piano but knows it is difficult. Her friend James encourages her to attend classes, pay attention to teachers, and practice at home in order to learn an instrument like the piano over time through effort.
Katie has loved music since she was very young, inspired by her parents and their musician friends. Some of her earliest memories involve playing drums, piano, and guitar at a family friend's recording studio when she was three years old. She began playing piano at age six and has continued playing piano and enjoying music. Some other fond childhood memories she discusses are attending kids' symphonies and being able to try different instruments, joining band in 6th grade to play oboe and alto saxophone, and receiving her first solo performance rating of one in 7th grade. Her love of music grew through opportunities like attending Blue Lake Fine Arts Camp twice and continuously performing piano recitals and at her church from age 8 to the present
1) The article profiles young musician Dominic Dunn and his rise in popularity despite his young age.
2) Dunn has been inspired by his grandfather and other artists to pursue music from a young age, starting his first gig at age 8.
3) Though it can be challenging to balance school with his music career, Dunn insists that "it's more about the music than my age" and that he is serious about music, not just seeking fame.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. p i a n o
I’ve been playing piano
since I was six years old. I’ve
performed solo, in a few
duets(eg. in the picture to
the left), and with a band.
I learn to play songs by
reading sheet music, playing
by ear, or from a tutorial.
3. types of ways to learn a
piece of music
1. Reading the sheet music.
You can follow what notes
to play and how loud/quiet
to play it by reading the
notation.
This is a piece that I used to learn how
to play a song from an anime I watch.
4. 1. Reading the sheet music:
You can follow what notes
to play and how loud/quiet
to play it by reading the
notation.
2. Playing by ear: Listening to
someone play the song and
trying to play the same
notes on the piano, maybe
writing it down to remember.
types of ways to learn a
piece of music
This is a screencap from a software
I’m using to help me figure out how to
play a piece.
5. 3. Following a video tutorial:
Often a song you might
want to play has been
recorded as a tutorial by
someone on YouTube or
other video sites. This is the
easiest way for people
without formal music
education to learn a song.
types of ways to learn a
piece of music The blue-coloured bars are meant to be
played with your left hand, the green with
your right.
6. music collection
I use all three
ways to learn songs,
but I mostly learn by
reading sheet music.
This is a pile of all
the music books I’ve
amassed over the
years. I don’t remember
how to play everything I
learned, though.
7. s i n g i n g
In addition to
playing the piano, I
also love to sing. I’ve
been in choir since
grade seven, and
have always been
singing since I was
little.
8. the minor fall and the major lift
• The next few slides will have audio, but if you don’t want to hear
it you can just mute your computer.
10. favourite songs to sing
• Pompeii [by Bastille]
• Someone Like You [by Adele]
11. favourite songs to sing
• Pompeii [by Bastille]
• Someone Like You [by Adele]
• After Ever After [by Jon Cozart]
12. favourite songs to sing
• Pompeii [by Bastille]
• Someone Like You [by Adele]
• After Ever After [by Jon Cozart]
• Wait For It [from Hamilton]
13. favourite songs to sing
• Pompeii [by Bastille]
• Someone Like You [by Adele]
• After Ever After [by Jon Cozart]
• Wait For It [from Hamilton]
• Hallelujah [by Leonard Cohen]