Tapping into your creativity 09 03-09
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This document provides information about learning to play the drums. It discusses the benefits of playing a musical instrument such as developing brain areas and spatial intelligence. It then focuses on drums, explaining that they are easy and inexpensive to start, portable, and social. It demonstrates different parts of the drum set and how to hold the sticks. It teaches a basic backbeat rhythm and that many songs use this rhythm, so once you learn it you can play along to lots of music. It provides drum rudiments and resources for learning more. The conclusion shares life lessons from playing the drums such as not gripping too tight and playing for the song.
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CONCERT CRITIQUE GUIDELINESQuestions for a Concert What .docx
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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.
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CONCERT CRITIQUE GUIDELINES Questi.docx
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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
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The document discusses different types of music such as folk music, rock 'n' roll, pop music, classical music, jazz, country music, rap music, and hip hop music. It provides descriptions of each type and has students match the descriptions to the correct music genre. It also discusses vocabulary words like express, convey, funeral, and sense. The reading passage talks about how music can communicate emotions, set tones for events, entertain people, and has always been a major business. It mentions that the two things that make humans unique are language and music.
Unit 12 Reading 10 (Hay) Cua Mai
The document discusses different types of music such as folk music, rock 'n' roll, pop music, classical music, jazz, country music, rap music, and hip hop music. It provides descriptions of each type and has students match the descriptions to the correct music genre. It also discusses vocabulary words like express, convey, funeral, and sense. The reading passage talks about how music can communicate emotions, set tones for events, entertain people, and has always been a major business industry.
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Use it or Lose it! Games for the Creative 21st Century Learner
This document provides information about a presentation by Susan Hillyard on using creative games in the language classroom. The presentation will explore teacher beliefs about creativity, challenge myths that creativity is difficult and only for the gifted, and provide strategies for getting students to develop speaking skills through using language creatively. The emphasis will be on competence in speaking through practicing new structures, vocabulary, pronunciation, and communication in a relaxed way. Cooperation among students will also be stressed as important for the 21st century learner. The workshop portion of the presentation will have teachers practicing sample creative activities.
CONCERT CRITIQUE GUIDELINESQuestions for a Concert What .docx
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.
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This document provides an overview of a phonetics class. It discusses the course structure, which is divided into broad transcription, articulation, and narrow transcription. It then covers linguistics concepts like phonology, morphology, syntax, semantics and pragmatics. Key areas of linguistics are defined, such as language form, meaning, and context. Examples are provided to illustrate phonological rules, morphological processes, syntactic structures, semantic ambiguity and pragmatic context dependence.
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CONCERT CRITIQUE GUIDELINES Questi.docx
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
...
Basics of speaking
The document defines key linguistic terms related to pronunciation including accent, dialect, pronunciation, twang, and slang. It then provides details on the articulators involved in pronunciation and guidelines for practicing pronunciation. The bulk of the document is dedicated to defining and providing examples of English vowel and consonant sounds, with a focus on sounds that commonly cause issues for non-native speakers such as the American T. It also covers concepts like stress, tone, intonation, and liaisons that impact pronunciation.
CTW Arsenal Report: Take 9: Rhythm - CTW
A word from a developing artist exploring the many avenues of music business.
check out more via our blog on our website. We would love to hear from you!
https://www.ctwlibrary.com/masters-of-music-philosophy/arsenal-report/
Music In Our Lives
The document outlines a lesson plan on music with the purposes of inviting learners to extend their knowledge on music, demonstrating a classroom lesson framework of before, during, after activities, and refreshing understanding of the site plan. The lesson involves learners reflecting on why they listen to or play music, reading about indigenous Australian music called didgeridoo, discussing in groups, and making comparisons between indigenous and other types of music.
IPA and the Sounds of English
This is a presentation on International Phonetic Alphabet for Effective Speaking Skills. It includes organs of speech and focuses on Consonant Sounds with minimal pairs and exercises.
На уроці англійської мови. Частини мови.pptx
This document provides an overview of an English lesson on parts of speech. The lesson includes:
- Revising vocabulary words related to the topic of "School"
- Learning new vocabulary words
- Practicing listening, writing, and speaking skills
The lesson then covers the parts of speech including nouns, pronouns, verbs, prepositions, and adjectives. Students participate in exercises to identify different parts of speech and classroom expressions. For homework, students are assigned to listen to a text, add words to their vocabulary, and complete workbook exercises.
Test_01
The document discusses understanding how one perceives color in order to become a better person. It then asks a series of questions to gather information about the reader, such as name, gender, ethnicity, places lived, primary language, education level, and ideal profession. It presents a color chart and asks the reader to select colors matching their skin, eye, and hair colors. It provides some medical information about heart rate. It then lists nouns, verbs, adjectives, and potential users for a product with some basic demographic information about each.
Which music instrument should you take up?
The document provides information to help a person select the right musical instrument for themselves or their child. It discusses the different sections of a classical orchestra and some of the common instruments. It emphasizes listening to different instruments and going with the one you like the sound of. Some factors to consider include cost, maintenance requirements, playing alone or in groups, and opportunities to play. Popular instruments to start with include piano, violin, classical guitar, recorder, flute, clarinet, and trumpet.
The 6 Early Literacy Skills
This presentation was given as part of "Storytimes With Purpose and Punch," a pre-conference workshop at the 2011 Kentucky Public Library Association Conference. Contact Lowena Latiff (llatiff@lexpublib.org) at the Lexington Public Library if you have any questions or need help finding additional resources for your storytime.
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This document provides an overview of the mysterious 1960s Argentine rock group El Sonido de Hillber. It discusses how little is known about the group, with contradictory information online. They were unique for pairing rock musicians with a string quartet from the Di Tella Institute in Buenos Aires. The group released up to four singles that flopped commercially in Argentina. The author was introduced to their music in 2008 and discovered they had an experimental psychedelic rock sound that blended the string quartet and band. While details about the group remain elusive, their music shows promise and hints at why they have developed a cult following among obscure psych fans today.
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The document discusses different types of music such as folk music, rock 'n' roll, pop music, classical music, jazz, country music, rap music, and hip hop music. It provides descriptions of each type and has students match the descriptions to the correct music genre. It also discusses vocabulary words like express, convey, funeral, and sense. The reading passage talks about how music can communicate emotions, set tones for events, entertain people, and has always been a major business. It mentions that the two things that make humans unique are language and music.
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The document discusses different types of music such as folk music, rock 'n' roll, pop music, classical music, jazz, country music, rap music, and hip hop music. It provides descriptions of each type and has students match the descriptions to the correct music genre. It also discusses vocabulary words like express, convey, funeral, and sense. The reading passage talks about how music can communicate emotions, set tones for events, entertain people, and has always been a major business industry.
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Use it or Lose it! Games for the Creative 21st Century Learner
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CONCERT CRITIQUE GUIDELINESQuestions for a Concert What .docx
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Class 06 emerson_phonetics_fall2014_intro_to_linguistics_clinical_phx
Class 06 emerson_phonetics_fall2014_intro_to_linguistics_clinical_phx
Tapping into your creativity 09 03-09
- 1. Tapping Into Your Creativity Timothy J. Allen Creativity and Innovation Team Strategic Relationships Office NASA Langley Research Center
- 4. Trains you to think creatively
- 7. Teamwork
- 8. Appreciation for other cultures
- 9. Teaches you to conquer fear and take risks
- 11. Inexpensive
- 12. Portable
- 13. Versatile
- 14. SocialIt’s Fun!
- 15. Parts of the Drum Set
- 16. Parts of the Drum Set
- 17. How to Hold the Sticks
- 18. Now, let’s hit a little!
- 19. bounce ^ ___ Now, let’s hit a little!
- 21. Count out loud…ONE . . . TWO . . . THREE . . . FOUR
- 22. Basic Backbeat COUNT 1 2 3 4 R=RIGHT HAND R R R R
- 23. Basic Backbeat COUNT 1 2 3 4 R=RIGHT HAND RR R R F=FOOTF
- 24. Basic Backbeat COUNT 1 234 R=RIGHT HAND RRRR L=LEFT HAND L F=FOOTF
- 25. The Written Language of Drums
- 26. It can look a bit complicated…
- 27. But you are already on your way… 1 2 3 4 1 2 3 4 RH LH F
- 29. There is about a 45% chance that any song will be in this “8th note rock” beat category.
- 30. That’s over 50,000,000songs……that you can play now!
- 31. For example…
- 32. Rudiments(If single notes are letters, these are your first words) Single Stroke Roll Double Stroke Roll Paradiddles Flams
- 33. Learn More Percussive Arts Society International Drums Rudiments http://pas.org/Resources/rudiments.cfm Free Drum Lessons http://www.youtube.com/user/freedrumlessons Music and the Brain http://www.yourbrainonmusic.com/ Equipment and Lessons Music & Arts Store (In the Kiln Creek Shopping Center)
- 34. Tapping Into Your Creativity Timothy J. Allen Creativity and Innovation Team Strategic Relationships Office NASA Langley Research Center
- 36. Play for the song. (When in doubt, simplify!)
- 38. Learn to read, write and speak the language.
- 39. To learn fast, break little things apart and group big things together.
- 40. Pay attention.
- 41. Be generous.
- 42. Have fun!
Editor's Notes
- Music Playing: Back in Black (AC/DC)