The document discusses a music lesson about soft rock. It provides background information on soft rock such as its origins in the 1970s as a mixture of styles including ballad, folk rock, and country music. Features of soft rock are described as melodic, gentle tempo, sometimes no or soft drums, and acoustic instruments. Elton John's song "Candle in the Wind" is used an example of soft rock and the class will analyze its lyrics and musical style. Students will listen to the song and answer questions about its subject, instrumentation, melody, and if it is a dancing or listening song.
Created by the Student Success and Tutoring Center, this workshop was designed to assist students with constructing a thesis statement and the parts of a 5 paragraph essay.
Created by the Student Success and Tutoring Center, this workshop was designed to assist students with constructing a thesis statement and the parts of a 5 paragraph essay.
29th of September, 2010.
Class XI B also did a presentation today.
150. Aura Rahman/ 42. Ananya Ferdous Hoque/ 59. Tanzia Helal/ 39. Aaphsaarah Rahman/ 47. Mohammad Zareef Iqbal & 64. Zaki Ahmed did a presentation on the ‘music industry of the United States of A circa 1950-2010′.
29th of September, 2010.
Class XI B also did a presentation today.
150. Aura Rahman/ 42. Ananya Ferdous Hoque/ 59. Tanzia Helal/ 39. Aaphsaarah Rahman/ 47. Mohammad Zareef Iqbal & 64. Zaki Ahmed did a presentation on the ‘music industry of the United States of A circa 1950-2010′.
This is me Sonia Azam from university of the Punjab. this presentation is knowledgeable for all those students whose field related to Research, engineering or business. So enjoy my Presentation Dear fellows!
God Bless you All !!!!
Garner 1 Experiencing Music MUNM 1743 26 November .docxshericehewat
Garner 1
Experiencing Music
MUNM 1743
26 November 2012
Soundtrack of My Life: Outline
Infant/Toddler
Pat-a-Cake
Twinkle, Twinkle Little Star
ABC song
Where is Thumbkin?
Starlight, Starbright
Most of these songs were taught to me by my mom or my older sisters, but I also learned
some at preschool. Two of these songs helped me learn the ABC’s and the differences
between my fingers and thumb. Pat-a-Cake helped me to develop my coordination when I
was a baby. I still remember my mom singing, “Twinkle, Twinkle” and “Starlight, Starbright”
as lullabies.
Elementary School
James Taylor
John Denver
Billy Joel
The River of Dreams (from River of Dreams, 1993)
The Monkees
Phil Collins
Shania Twain
Backstreet Boys
Larger Than Life (from Millennium, 1999)
These artists/bands are the ones that I remember most from my elementary days. My mom
is a music teacher, so music has always been a very important part of my life, and I’ve
always been exposed to an extremely wide variety of music. During this time, I feel that a
lot of the music I listened to involved music functioning as movement. I still vividly
remember dancing around the house with my mom to Billy Joel or The Monkees.
Middle School
Michael Jackson
The Eagles
Judy Garland
The Man That Got Away (from A Star Is Born, 1954)
Elton John
Jonas Brothers
Aerosmith
Rag Doll (from Permanent Vacation, 1987)
Led Zeppelin
During middle school is when I feel I started to branch out and find some of my own music.
Obviously I still listened to a lot of the music my parent’s did (especially Michael Jackson,
Elton John, and The Eagles), but this was the time that I discovered my own love for classic
rock. Led Zeppelin and Aerosmith became two of the biggest musical obsessions that I’ve
had, and I still listen to the frequently. Judy Garland is one of my all-time favorite
performers, and it was in middle school that I discovered the movie A Star Is Born and
totally fell in love. Some of this music functioned as ritual for my family, I don’t remember a
road trip where we didn’t absolutely have to listen to every Michael Jackson or Elton John
CD.
High School
Led Zeppelin
Thank You (from Led Zeppelin II, 1969)
The Real Group
Jamie Cullum
Rajaton
Butterfly (from Boundless, 2001)
Jason Mraz
Sara Bareilles
Ben Rector
In high school I continued listening to most of the classic rock bands I had discovered,
especially Led Zeppelin. I had been involved in choirs my entire life, but high school is
when it became a huge part of my life. I was in Chorale and Jazz Choir, and Jazz really got
me into acapella groups like The Real Group and Rajaton. The song Butterfly, by Rajaton, is
one of my favorite pieces that I’ve ever sung and I feel very emotionally connected to it.
These were also the years that I discovered Jason Mraz, Sara Bar ...
CONCERT CRITIQUE GUIDELINESQuestions for a Concert What .docxdonnajames55
CONCERT CRITIQUE GUIDELINES
Questions for a Concert
What kinds of musical concerts are NOT acceptable for this paper?
High school or other children's performances/recitals, outdoor festival performances, any type of pop, rock, rap, Latin, country, or reggae, for example, are not appropriate for this paper. If you're not sure about your choice, ask me.
Print out and take with you so you can be thinking of the questions as you watch the show.
1. Program Notes - most performances have a printed program with printed notes. Read this before the performance begins and save it for reference when you write your paper.
2. Head your paper with your first and last name, the name of the show and where and when you saw it.
3. List the performers and/or the name of the group and the instruments included in the concert. List all the pieces that were played (see program notes for the concert), the name of the person who composed and/or arranged each piece, and the date each work was completed (if possible).
Example:
The Turtle Island String Quartet includes Joe Bloe, first violin; Sarah Marah, second violin; Topsy Turvy, viola; S. Popping, cello.
Their program:
Still so Cheerful by Sarah Marah, composed in 2001
Getting up Late by S. Popping, composed in 1998
Saturday Night by Berry Berry, composed in 2004
What to Write About:
1. Below are some things you can write about, but the most important is the MUSIC. You don't have to write about every piece on the program. Do write about how the sounds affected you, which voices, selections, or instruments touched you most, what you learned of interest about the composer(s), the performing group, and the compositions.
2. Ambience - Every gathering of people has a feeling tone, a mood: This is the ambience. Notice the people as they come in, find their seats, see what kinds of clothes they are wearing. Look around the theatre; notice the lighting in the room, the stage area. If you have some particular feeling about how you fit in, how you feel being a part of it you might make a comment in your paper.
3. You will understand and appreciate a concert more, and write about it best if you do a little research. It's easy to research on the Internet. Type in the name of the group and a list of web sites will pop up. The same is true for many composers. If the pieces were written in another century find out what you can about the type of composition, something about the composer.
4. Music is the most illusive art form. Like the dance, music happens in real-time: It's gone as soon as you hear it, and impressions are difficult to recall. Program notes give you information that is helpful when you think back on a performance. Program notes give you information about the composers, the music, and in voice concerts you may have translations into English of the words in a song.
5. Each composer had a concept, an idea, and chose specific instruments or voices (types of singers) because of the sounds they make. Listen to ho.
Every student has a voice: making music the ‘best’ subject in school.
Ros Mcmillan
Ask junior secondary or primary students for their favourite subject and why, and expect to hear words including “because I can do what I like, it’s different and fun”. A more honest way of saying this might be “because it’s about me”, indeed all students want their ‘voice’ to be heard and music-making is the perfect way for them to express themselves, while engaged in enjoyable learning.
Music curricula throughout Australia place much emphasis on students expressing themselves. The Victorian curriculum, for example, contains four strands of activities that students should undertake, the first being ‘Explore and Express Ideas’. Throughout each level, from Foundation to Year 8, students are expected to use their imagination to improvise, compose and arrange music to communicate their ideas, an ideal way to learn about music.
This workshop will consist of a variety of ‘hands-on’ activities where expressivity is central. They will range from mini-lessons of 5-15 minutes to theme-based units of work that may take 2-3 lessons to complete. The workshop will suit teachers from Foundation to Year 8 but participants will also be asked to name the level for which they particularly want ideas.
Empowering students to express themselves is an assured way of making school a place where they want to be, an essential aspect of 21st century life. Music is unique in its ability to allow students, both individually and as a group, to let their voices be heard. This workshop aims to provide resources for teachers to foster this.
CONCERT CRITIQUE GUIDELINES
Questions for a Concert
What kinds of musical concerts are NOT acceptable for this paper?
High school or other children's performances/recitals, outdoor festival
performances, any type of pop, rock, rap, Latin, country, or reggae, for example,
are not appropriate for this paper. If you're not sure about your choice, ask me.
Print out and take with you so you can be thinking of the questions as you
watch the show.
1. Program Notes - most performances have a printed program with printed
notes. Read this before the performance begins and save it for reference
when you write your paper.
2. Head your paper with your first and last name, the name of the show and
where and when you saw it.
3. List the performers and/or the name of the group and the instruments
included in the concert. List all the pieces that were played (see program
notes for the concert), the name of the person who composed and/or
arranged each piece, and the date each work was completed (if possible).
Example:
The Turtle Island String Quartet includes Joe Bloe, first violin; Sarah Marah,
second violin; Topsy Turvy, viola; S. Popping, cello.
Their program:
Still so Cheerful by Sarah Marah, composed in 2001
Getting up Late by S. Popping, composed in 1998
Saturday Night by Berry Berry, composed in 2004
What to Write About:
1. Below are some things you can write about, but the most important is the
MUSIC. You don't have to write about every piece on the program. Do write
about how the sounds affected you, which voices, selections, or instruments
touched you most, what you learned of interest about the composer(s), the
performing group, and the compositions.
2. Ambience - Every gathering of people has a feeling tone, a mood: This is the
ambience. Notice the people as they come in, find their seats, see what kinds
of clothes they are wearing. Look around the theatre; notice the lighting in
the room, the stage area. If you have some particular feeling about how you
fit in, how you feel being a part of it you might make a comment in your
paper.
3. You will understand and appreciate a concert more, and write about it best
if you do a little research. It's easy to research on the Internet. Type in the
name of the group and a list of web sites will pop up. The same is true for
many composers. If the pieces were written in another century find out what
you can about the type of composition, something about the composer.
4. Music is the most illusive art form. Like the dance, music happens in
real-time: It's gone as soon as you hear it, and impressions are difficult to
recall. Program notes give you information that is helpful when you think
back on a performance. Program notes give you information about the
composers, the music, and in voice concerts you may have translations into
English of the words in a song.
5. Each composer had a concept, an idea, and chose specific instruments or
...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. RUTHERFORD TECHNOLOGY HIGH
Class 8T Stage Stage 4
Curriculum Area Music Period Period 4
Topic Soft Rock Date 12/08/2016
Teacher Miss C. Davis
Desired Results
Syllabus Outcomes:
4.4 Demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising,
arranging and composing
4.7 Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating,
analysing, discussing and recording musical ideas
4.8 Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a
range of repertoire
4.9 Demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores
used in the music selected for study
Understandings:
Students will understand that…
Soft Rock is a mixture of many styles of the
overall Rock genre
The features of Soft Rock are understated
The connections between Soft Rock artists are
very similar in their styles
Soft Rock uses very lyrical and expressive
melodies in their songs – focusing heavily on
Candle in the Wind by Elton John
Essential Questions:
What aspects of Soft Rock are different to the rock
genre in general?
Who is the song Candle in the Wind about?
Why do you think Elton John chose to write about
this person?
How does the music aid in portraying the
composers view of this person? Think about the
concepts of music
Students will know…
The history of Soft Rock – what is specific about
it and how it came to be
o Started around the 1970’s
o Mixture of many styles
o Aimed at those who didn’t like a
The features of Soft Rock
o Melodic
o Gentle tempo
o Often no drums, or soft drums
o Acoustic instruments
Students will be able to…
Identify the features of Soft Rock within a related
song – Candle in the Wind
Answer questions specific to the song analysis and
using the information discussed on Soft Rock in
the lesson
Assessment Evidence
Performance Task(s):
PowerPoint – students to copy points down
Identifying nouns, verbs, adjectives within the
song lyrics
Other Evidence:
Class discussion
Learning Plan
Learning Activities:
1. Open the lesson with the reflective question: “What do you think Soft Rock music is?” this should identify
the students who can recall previous learning and also help to refresh those students who may have missed out or
need bringing up to speed. This also prepares students for new information, and helps to connect previous
learning and new learning. (5mins)
2. Outline what the lesson will involve, and what will be expected of students Explain the activities they will be
engaging with and what level of involvement is needed (5mins)
3. Introduce Soft Rock as a subtopic to Rock Music. Do any students know what Soft Rock is? Can they name any
bands? (10mins)
4. Students to explain what they understand about the points on the PowerPoint. Students are to write down in their
workbooks these points. What aspects do they predict they will hear of Soft Rock in the song? (5mins)
5. Listening Activity – students are given an overall listening to Candle in the Wind. Ask them to really listen to
the lyrics and the style of each section. Go through each question as a class. (25mins)
6. Quick recap of lesson and then students are allowed to leave
3. History of Soft Rock
• Became popular in the 1970’s
• Mixture of many styles:
• Ballad
• Folk Rock
• Country Music
• Teen Pop
• Music was light and aimed at people who did not
like the extremes of heavy rock and art rock
4. Features of Soft Rock
• Emphasis on the melody à songs were
catch and easy to sing
• Gentle, relaxed speed à easy listening
• Gentle drum beat, sometimes no drums
at all
• Acoustic instruments à piano, guitar
5. Soft Rock Artists
• Elton John
• ABBA
• Neil Young
• The Carpenters
• Fleetwood Mac
6. Elton John
• Born Reginald Kenneth Dwight in 1947
• At age 15, became a weekend pianist at a
local pub
• Has won multiple prestigious awards
• BRIT award
• Rock and Roll Hall of Fame
• Lifelong Achievement Award
• Grammy Award (5 in total)
7. Candle in the Wind
• Very good example of the Ballad style
• Song is about a very famous actress à see if you can guess who!
• Personal perspective of her life
9. Listening Questions
Who is Norma Jean?
Marilyn Monroe
Why is this person famous?
They were an actress
What is the drum beat like? Is it fast or slow, simple or complex?
It is a simple rhythm at a moderate tempo
10. Is the beat important in this song?
Yes it is, it keeps the music moving and gives it a sense of time
Which other instruments can you hear accompanying the song?
Guitars – electric/acoustic/bass, Vocals – background
What happens to the melody in the chorus? How many voices can you hear?
The melody rises in pitch, reaching it’s peak at the line “And I would have liked to
have known you but I was just a kid.” Main vocal line with three backing vocals enter
at the chorus.
Is this a dancing or listening song?
This is a listening song. The ballad style with a slower beat and simple piano
accompaniment make it easy to listen to.
11. Billy Joel
• Born William Martin ’Billy’ Joel in
1949
• Most famous for:
• Piano Man
• Uptown Girl
12. Piano Man
• What instruments can you hear?
• Is it a fast or slow tempo?
• What story do the lyrics portray?
14. Practical Activity
1. Using the music provided and the keyboards, have a go at playing Piano
Man
2. Make sure you are starting on the right note – ask for help if you need it!
3. How is the Left Hand moving? Is it moving in steps, skips or leaps? Which
direction is it moving? Ascending or descending (Up or down)?
15. "Candle In The Wind"
Verse 1
Goodbye, Norma Jean, though I never knew you at all
You had the grace to hold yourself while those around you crawled
They crawled out of the woodwork and they whispered into your brain
They set you on the treadmill and they made you change your name
Chorus
And it seems to me you lived your life like a candle in the wind
Never knowing who to cling to when the rain set in
And I would have liked to have known you but I was just a kid
Your candle burned out long before your legend ever did
Verse 2
Loneliness was tough, the toughest role you ever played
Hollywood created a superstar and pain was the price you paid
Even when you died. Oh the press still hounded you
All the papers had to say was that Marilyn was found in the nude
Chorus
And it seems to me you lived your life like a candle in the wind
Never knowing who to cling to when the rain set in
And I would have liked to have known you but I was just a kid
Your candle burned out long before your legend ever did
Verse 3
Goodbye, Norma Jean, though I never knew you at all
You had the grace to hold yourself while those around you crawled
Goodbye Norma Jean from the young man in the 22nd row
Who sees you as something as more than sexual, more than just our Marilyn
Monroe
Chorus
And it seems to me you lived your life like a candle in the wind
Never knowing who to cling to when the rain set in
And I would have liked to have known you but I was just a kid
Your candle burned out long before your legend ever did
16. Listening Questions
1. Who is Norma Jean?
2. Why is this person famous?
3. What is the drum beat like? Is it fast or slow, simple or
complex?
4. Is the beat important in this song?
5. Which other instruments can you hear accompanying the
song?
6. What happens to the melody in the chorus? How many voices
can you hear?
7. Is this a dancing or listening song?