The document provides information on the origins of various performance forms, including:
- Blues music originated from African slaves brought to America in the late 1800s, with the earliest example from Samuel Coleridge-Taylor in the 1900s.
- Morality plays were introduced in early Tudor times and used to educate through moral stories, with an early example being "The Lord's Prayer" from the 1500s.
- Classical ballet originated from influences of Russian, French, and Italian styles, with an early influential company being Ballet Russes of Russia.
The document discusses different types of music videos including pop, alternative/indie, and rock music videos. It analyzes several specific music videos in terms of their setting and lighting, costumes, props, pace, how the artist is featured, and whether they tell an overall story. The document aims to better understand different types of music videos to help decide which kind would be most suitable for a video the author wants to create.
The document discusses the conventions and common features found in different genres of music videos. It identifies that pop music videos are usually performance-based and include choreographed dancing, upbeat tones, and trendy clothing. R&B and hip hop videos similarly include performances but in luxurious settings reflecting wealth and expensive brands. Rock and metal videos emphasize mysterious, dark tones through the band's appearance and atmosphere. Indie videos can include narratives or performances and utilize varying techniques based on the song.
The document analyzes music video conventions across different genres. It discusses how dance songs often have repetitive visuals that may not correspond to lyrics. Dance/electro videos focus on music over material things and rarely promote substances or sex. Hip hop/rap videos often take place in clubs or mansions and feature flashy branding and aggressive artists. Indie/rock videos use close-ups, dark locations, and special effects. Pop videos have upbeat songs and tell stories or feature dancing for younger audiences. R&B videos highlight artists' physical appearances and brands and reference relationships.
Folk-rock album covers can be categorized into two styles - artist-focused or creative/artistic. Artist-focused covers feature a clear photo of the artist and band names. Creative/artistic covers use artistic imagery like paintings instead of photos, omit the artist, but still suggest the folk-rock genre through nature themes or references to earlier eras. Both styles prominently display the album and artist names.
Drake is a popular R&B and hip-hop artist who released his first single in 2006 and has since collaborated with many top artists, producing several successful music videos featuring rich, glamorous settings with mansions and pools along with dark, bleak settings in alleys and clubs; as a group, they think some of Drake's songs could work well for their music video if chosen.
The document provides an analysis of the music video for the song "Feed the Dada" by Dada Life. It summarizes the various camera techniques used in the video including unconventional shots, close-ups of facial expressions, and shots that correspond to the rhythm of the music. It also analyzes elements of mise-en-scene such as the costumes worn by the artists and the use of an iPod and speakers to set up the party atmosphere. Overall, the document analyzes how the camera work and visual elements are used to illustrate the lyrics and genre of house music.
Analysis of house music updated version 17 10-12shiplakecollege
This document provides analysis of the music video for the song "Feed the Dada" by Dada Life. It discusses various shots used in the video including unconventional shots, close-ups of facial expressions, and shots of people partying. It also analyzes editing techniques like slow motion and the use of contrasting shots. Cinematography elements like mise-en-scene, costumes, and symbols are examined. Theories related to the video like illustrating lyrics and electronic shamanism are also mentioned.
The album artwork for Nothing Personal by All Time Low depicts a playful, colorful scene underneath a formal background. This juxtaposition represents the fun personalities underneath people's serious exteriors. The mixture of bright colors also symbolizes the different personalities within the band. Handwritten text and a childlike doodle style suggest someone casually drew on paper that was later covered up but remains partially exposed.
The document discusses different types of music videos including pop, alternative/indie, and rock music videos. It analyzes several specific music videos in terms of their setting and lighting, costumes, props, pace, how the artist is featured, and whether they tell an overall story. The document aims to better understand different types of music videos to help decide which kind would be most suitable for a video the author wants to create.
The document discusses the conventions and common features found in different genres of music videos. It identifies that pop music videos are usually performance-based and include choreographed dancing, upbeat tones, and trendy clothing. R&B and hip hop videos similarly include performances but in luxurious settings reflecting wealth and expensive brands. Rock and metal videos emphasize mysterious, dark tones through the band's appearance and atmosphere. Indie videos can include narratives or performances and utilize varying techniques based on the song.
The document analyzes music video conventions across different genres. It discusses how dance songs often have repetitive visuals that may not correspond to lyrics. Dance/electro videos focus on music over material things and rarely promote substances or sex. Hip hop/rap videos often take place in clubs or mansions and feature flashy branding and aggressive artists. Indie/rock videos use close-ups, dark locations, and special effects. Pop videos have upbeat songs and tell stories or feature dancing for younger audiences. R&B videos highlight artists' physical appearances and brands and reference relationships.
Folk-rock album covers can be categorized into two styles - artist-focused or creative/artistic. Artist-focused covers feature a clear photo of the artist and band names. Creative/artistic covers use artistic imagery like paintings instead of photos, omit the artist, but still suggest the folk-rock genre through nature themes or references to earlier eras. Both styles prominently display the album and artist names.
Drake is a popular R&B and hip-hop artist who released his first single in 2006 and has since collaborated with many top artists, producing several successful music videos featuring rich, glamorous settings with mansions and pools along with dark, bleak settings in alleys and clubs; as a group, they think some of Drake's songs could work well for their music video if chosen.
The document provides an analysis of the music video for the song "Feed the Dada" by Dada Life. It summarizes the various camera techniques used in the video including unconventional shots, close-ups of facial expressions, and shots that correspond to the rhythm of the music. It also analyzes elements of mise-en-scene such as the costumes worn by the artists and the use of an iPod and speakers to set up the party atmosphere. Overall, the document analyzes how the camera work and visual elements are used to illustrate the lyrics and genre of house music.
Analysis of house music updated version 17 10-12shiplakecollege
This document provides analysis of the music video for the song "Feed the Dada" by Dada Life. It discusses various shots used in the video including unconventional shots, close-ups of facial expressions, and shots of people partying. It also analyzes editing techniques like slow motion and the use of contrasting shots. Cinematography elements like mise-en-scene, costumes, and symbols are examined. Theories related to the video like illustrating lyrics and electronic shamanism are also mentioned.
The album artwork for Nothing Personal by All Time Low depicts a playful, colorful scene underneath a formal background. This juxtaposition represents the fun personalities underneath people's serious exteriors. The mixture of bright colors also symbolizes the different personalities within the band. Handwritten text and a childlike doodle style suggest someone casually drew on paper that was later covered up but remains partially exposed.
Experimental music developed in America in the mid-20th century. Composers explored new techniques like serialism, musique concrète using recorded sounds, and electronic music produced with oscillators. John Cage was influential with his prepared piano, chance music, and 4'33" of silence. George Crumb composed expressive works featuring unusual instruments and extended techniques like flutter-tonguing. His Caballito negro set a Lorca poem for soprano with percussion and piccolo.
This document provides an overview of American musical theatre. It discusses the key elements of musicals including music, acting, dance, costumes, behind-the-scenes crew, the orchestra, and actor preparation. It traces the origins and evolution of musical theatre from early shows focusing on popular songs to more complex stories and plots based on literary works. It highlights the influential work of Rodgers and Hammerstein and groundbreaking musicals like Oklahoma!. The document also covers the "Golden Age" of musical theatre in the 1940s when musicals often featured themes of Americana and the American Dream. In conclusion, it notes that musical theatre is still popular on Broadway today.
The document discusses minimalism in American music and its development into post-minimalism. It covers key composers such as Philip Glass, Steve Reich, Terry Riley, and John Adams. Glass is discussed in depth, including his symphony No. 4 (Heroes) which was inspired by and based on songs from David Bowie's album of the same name. Adams' opera Doctor Atomic is also summarized, which depicts the creation of the atomic bomb and raises complex moral questions.
The document provides a detailed shot-by-shot analysis of a music video for an R&B song. It examines how each shot corresponds to the lyrics and conventions of the R&B genre. Key elements like close-ups of the artist, shots of the artist dancing, depictions of love interests, and lavish displays of wealth align the video with typical R&B tropes. While the story depicts the artist longing for his partner and overcoming hardship to be with her, subtle details like his facial expressions continue to convey deeper feelings of pain and need even in reunited shots. Overall, the analysis demonstrates how the video uses visuals, shots, and conventions to reinforce the themes and message of the R&B
Leonard Bernstein was an American composer who achieved fame for his musical West Side Story. The musical was a modern adaptation of Romeo and Juliet, featuring warring street gangs in 1950s New York City. It had groundbreaking choreography and incorporated elements of jazz, Latin, and early rock music. West Side Story was an instant success with audiences in 1957 and its 1961 film adaptation further increased its popularity, though it was also controversial for depicting violence and stereotypes. Two famous musical excerpts are highlighted: "Dance at the Gym, Mambo" featuring the energetic meeting of main characters Tony and Maria, and the love duet "Tonight" featuring the gangs singing in alternation over Latin rhythms.
1) The covers typically feature close-up portraits of the artists showing tattoos and expressions to portray a tough image. 2) Bold text is used for the artist's name to catch attention. 3) Symbols like jewelry, hand gestures and clothing are intended to represent the artist's persona and meanings related to their music. 4) Conventions like parental advisories and album titles placed near the name communicate content. 5) Background colors, cropping, and photo styles are chosen deliberately to represent the artist or album concept.
Music videos use various codes and conventions to appeal to viewers and reflect the genre of music. Camera shots like close-ups are used to emphasize lyrics and the artist's personality, while lighting, color schemes, and locations are chosen to set the mood. Editing techniques like jump cuts and fast pacing match the rhythm of upbeat songs. Performance styles and themes also depend on the genre, with rock videos focusing on performances and hip hop incorporating "street" imagery. Narratives may illustrate, amplify, or contradict the song lyrics.
The document discusses various conventions used in music videos and ancillary products for the acoustic/singer-songwriter genre. It provides examples of how the artist's costume, location, props, and performer presentation follow conventions of appearing natural and authentic. In contrast, it analyzes how women are often objectified in pop and hip hop videos. The document also discusses conventions used in the layout and design of the artist's digipak and magazine advertisement ancillary products.
The document discusses the role of music in films. It begins by explaining how music sets the mood, reflects emotions, and establishes time and place. There are two main types of music: underscoring from an unseen source, and source music that is part of the story. John Williams is discussed as a master film composer, particularly for his work on Star Wars, where he used leitmotifs to represent characters across multiple films. His Imperial March theme for Darth Vader is highlighted as an iconic example of his ability to create memorable themes that capture the essence of a character.
Conventions Of A Hip Hop Music Video 2.0Sarah Byard
The document provides an analysis of common conventions in hip hop music videos. It discusses the use of low camera angles to imply an artist's power over audiences. It also examines how women are often portrayed as irrelevant objects and how displays of wealth, strength, and masculinity are used to signify status. Additional conventions discussed include dancing crowds to imply song popularity, references to lyrics, close-ups of artists, and themes of voyeurism and the male gaze.
The document analyzes common conventions in hip hop music videos. It notes that most hip hop videos use low camera angles and close-up shots of the artist to connote power and superiority. They also focus on displays of wealth through possessions like expensive jewelry, cars, and money. The videos are usually male-dominated, with camera shots focusing on male artists surrounded by other males to emphasize male power. Lyrics are often linked to matching visuals to add narrative meaning. Women are commonly depicted as possessions to signify power and status for men.
The document provides an analysis of the genre elements, conventions, and narrative/performance aspects of three music videos: "Call The Shots" by Wiley, "Use Somebody" by Kings of Leon, and "We Found Love" by Rihanna featuring Calvin Harris. It examines the representations of characters, settings, props, technical elements, and how the videos conform to and deviate from audience expectations of the genres.
The document discusses postmodernism in art, literature, film, and music from the 1950s onward. Some key points:
1. Postmodernism embraced new means of expression like chance music, popular elements, and collage techniques.
2. In visual art, abstract expressionism was popular in the 1950s-60s, while pop art drew from modern urban themes.
3. New technologies in the 1940s-50s like tape recording and synthesizers helped launch electronic music genres like musique concrète and elektronische musik.
The music video for "Sound of the Underground" by Girls Aloud contains several conventions of the pop genre, including choreographed dancing, close-ups emphasizing the stars' images, and bright costumes reflecting a playful, lively style. There are direct connections between the lyrics and visuals, such as a crab walk movement matching a lyric. The video also establishes the group's identity through coordinated outfits while highlighting each member's individual style. Shots emphasize notions of the male gaze, with focus on women's bodies.
The music video for "Still Dre" contains many hip hop conventions, such as an LA setting, hip hop clothing, luxury cars, and partying atmosphere. There are links between lyrics and visual
Drama is a specific mode of fiction represented in performance that involves communication between actors and spectators. It uses action and speech to tell a story through individuals or groups acting with their bodies and minds. Three major forms of traditional Asian drama are discussed: Chinese drama (Vun Pan Shi, Sin Pan Shi, Vun Min Shi), Japanese drama (Noh plays, Joruri puppet plays, and Kabuki drama), and early forms of Philippine drama like duplo and karagatan debates. Modern Philippine drama was rejuvenated by groups like Repertory Philippines, and the country's film industry began with movies like Dalagang Bukid in 1919.
Mime is a form of acting without words that began in ancient Greece. Performers called mimics would exaggerate gestures and movements to express stories and entertain audiences. Famous mimics include Charlie Chaplin, Marcel Marceau, and Rowan Atkinson as Mr. Bean, who helped popularize the art form. Mime was most popular during the times of the ancient Greeks, the Tudor period in England, and spread to Italy and France in later centuries.
The document discusses the origins and history of the Mansard roof. While often attributed to French architect François Mansart in the early-to-mid 17th century, there is no direct evidence he invented it. Mansart popularized the Mansard roof through his works, but it gained widespread use in France during the Second French Empire in the 1800s. The Paris exhibitions of 1855 and 1867 further spread the Mansard roof's popularity to England and the United States, where the "Mansard style" became a common house design type.
The emergence of opera in the Philippines began in the 19th century with the arrival of foreign performers. The first Filipino opera, Sandugong Panaginip, premiered in 1902. Notable Filipino operatic works followed and figures like Bonifacio Abdon promoted the genre. The Cultural Center of the Philippines established opera as a legitimate art form. Ballet adaptations of folktales like Lola Basyang and the Indian epic Ramayana also emerged. Musical plays drew from Broadway and told contemporary Philippine stories. Lea Salonga found international fame in Miss Saigon.
Mime began as a form of communication before spoken language and later developed into a form of entertainment. It originated in ancient Greece and was brought to Rome, growing more popular under Emperor Augustus. Mime continued through the Middle Ages as Commedia Dell'Arte street performances and moraliy/miracle plays. Famous mimes like Charlie Chaplin and Rowan Atkinson used mime, movements, and facial expressions to develop beloved comedic characters without words. The social, economic, historical, and technological factors of different eras influenced the development and popularity of mime as a performing art.
Mime is a form of nonverbal communication using gestures and bodily movements. It originated in ancient Greece and was used to communicate before spoken language developed. Famous mime artists like Joseph Grimaldi in the 18th century helped establish conventions for clowning and whiteface characters. Another influential theatrical form was Commedia dell'Arte, which emerged in 16th century Italy using improvised stories, stock characters in masks, and themes of love, money, and hunger. Technology has impacted mime by enabling special lighting and microphones not available historically.
Under Milk Wood by Dylan Thomas is a play that describes a day in the fictional Welsh seaside village of Llareggub. Thomas worked on the play for over 20 years before its first broadcast on BBC radio in 1954. The play brings the town's characters to life through their voices, allowing the audience to eavesdrop on their dreams, routines, and secrets. Thomas employs various literary techniques to craft vivid descriptions and an atmosphere of the village, including onomatopoeia, alliteration, rhyme, and his unique manipulation of language.
This document summarizes key developments in music and society in Europe during the 17th century. It describes the transition from Renaissance to Baroque styles, including a shift from modal to tonal harmony and an increased focus on expressing emotion and drama. The Baroque period saw the development of opera, oratorio, and concerted styles of composition that combined instruments and voices. Instruments such as harpsichord and theorbo accompanied singers using figured bass notation.
Experimental music developed in America in the mid-20th century. Composers explored new techniques like serialism, musique concrète using recorded sounds, and electronic music produced with oscillators. John Cage was influential with his prepared piano, chance music, and 4'33" of silence. George Crumb composed expressive works featuring unusual instruments and extended techniques like flutter-tonguing. His Caballito negro set a Lorca poem for soprano with percussion and piccolo.
This document provides an overview of American musical theatre. It discusses the key elements of musicals including music, acting, dance, costumes, behind-the-scenes crew, the orchestra, and actor preparation. It traces the origins and evolution of musical theatre from early shows focusing on popular songs to more complex stories and plots based on literary works. It highlights the influential work of Rodgers and Hammerstein and groundbreaking musicals like Oklahoma!. The document also covers the "Golden Age" of musical theatre in the 1940s when musicals often featured themes of Americana and the American Dream. In conclusion, it notes that musical theatre is still popular on Broadway today.
The document discusses minimalism in American music and its development into post-minimalism. It covers key composers such as Philip Glass, Steve Reich, Terry Riley, and John Adams. Glass is discussed in depth, including his symphony No. 4 (Heroes) which was inspired by and based on songs from David Bowie's album of the same name. Adams' opera Doctor Atomic is also summarized, which depicts the creation of the atomic bomb and raises complex moral questions.
The document provides a detailed shot-by-shot analysis of a music video for an R&B song. It examines how each shot corresponds to the lyrics and conventions of the R&B genre. Key elements like close-ups of the artist, shots of the artist dancing, depictions of love interests, and lavish displays of wealth align the video with typical R&B tropes. While the story depicts the artist longing for his partner and overcoming hardship to be with her, subtle details like his facial expressions continue to convey deeper feelings of pain and need even in reunited shots. Overall, the analysis demonstrates how the video uses visuals, shots, and conventions to reinforce the themes and message of the R&B
Leonard Bernstein was an American composer who achieved fame for his musical West Side Story. The musical was a modern adaptation of Romeo and Juliet, featuring warring street gangs in 1950s New York City. It had groundbreaking choreography and incorporated elements of jazz, Latin, and early rock music. West Side Story was an instant success with audiences in 1957 and its 1961 film adaptation further increased its popularity, though it was also controversial for depicting violence and stereotypes. Two famous musical excerpts are highlighted: "Dance at the Gym, Mambo" featuring the energetic meeting of main characters Tony and Maria, and the love duet "Tonight" featuring the gangs singing in alternation over Latin rhythms.
1) The covers typically feature close-up portraits of the artists showing tattoos and expressions to portray a tough image. 2) Bold text is used for the artist's name to catch attention. 3) Symbols like jewelry, hand gestures and clothing are intended to represent the artist's persona and meanings related to their music. 4) Conventions like parental advisories and album titles placed near the name communicate content. 5) Background colors, cropping, and photo styles are chosen deliberately to represent the artist or album concept.
Music videos use various codes and conventions to appeal to viewers and reflect the genre of music. Camera shots like close-ups are used to emphasize lyrics and the artist's personality, while lighting, color schemes, and locations are chosen to set the mood. Editing techniques like jump cuts and fast pacing match the rhythm of upbeat songs. Performance styles and themes also depend on the genre, with rock videos focusing on performances and hip hop incorporating "street" imagery. Narratives may illustrate, amplify, or contradict the song lyrics.
The document discusses various conventions used in music videos and ancillary products for the acoustic/singer-songwriter genre. It provides examples of how the artist's costume, location, props, and performer presentation follow conventions of appearing natural and authentic. In contrast, it analyzes how women are often objectified in pop and hip hop videos. The document also discusses conventions used in the layout and design of the artist's digipak and magazine advertisement ancillary products.
The document discusses the role of music in films. It begins by explaining how music sets the mood, reflects emotions, and establishes time and place. There are two main types of music: underscoring from an unseen source, and source music that is part of the story. John Williams is discussed as a master film composer, particularly for his work on Star Wars, where he used leitmotifs to represent characters across multiple films. His Imperial March theme for Darth Vader is highlighted as an iconic example of his ability to create memorable themes that capture the essence of a character.
Conventions Of A Hip Hop Music Video 2.0Sarah Byard
The document provides an analysis of common conventions in hip hop music videos. It discusses the use of low camera angles to imply an artist's power over audiences. It also examines how women are often portrayed as irrelevant objects and how displays of wealth, strength, and masculinity are used to signify status. Additional conventions discussed include dancing crowds to imply song popularity, references to lyrics, close-ups of artists, and themes of voyeurism and the male gaze.
The document analyzes common conventions in hip hop music videos. It notes that most hip hop videos use low camera angles and close-up shots of the artist to connote power and superiority. They also focus on displays of wealth through possessions like expensive jewelry, cars, and money. The videos are usually male-dominated, with camera shots focusing on male artists surrounded by other males to emphasize male power. Lyrics are often linked to matching visuals to add narrative meaning. Women are commonly depicted as possessions to signify power and status for men.
The document provides an analysis of the genre elements, conventions, and narrative/performance aspects of three music videos: "Call The Shots" by Wiley, "Use Somebody" by Kings of Leon, and "We Found Love" by Rihanna featuring Calvin Harris. It examines the representations of characters, settings, props, technical elements, and how the videos conform to and deviate from audience expectations of the genres.
The document discusses postmodernism in art, literature, film, and music from the 1950s onward. Some key points:
1. Postmodernism embraced new means of expression like chance music, popular elements, and collage techniques.
2. In visual art, abstract expressionism was popular in the 1950s-60s, while pop art drew from modern urban themes.
3. New technologies in the 1940s-50s like tape recording and synthesizers helped launch electronic music genres like musique concrète and elektronische musik.
The music video for "Sound of the Underground" by Girls Aloud contains several conventions of the pop genre, including choreographed dancing, close-ups emphasizing the stars' images, and bright costumes reflecting a playful, lively style. There are direct connections between the lyrics and visuals, such as a crab walk movement matching a lyric. The video also establishes the group's identity through coordinated outfits while highlighting each member's individual style. Shots emphasize notions of the male gaze, with focus on women's bodies.
The music video for "Still Dre" contains many hip hop conventions, such as an LA setting, hip hop clothing, luxury cars, and partying atmosphere. There are links between lyrics and visual
Drama is a specific mode of fiction represented in performance that involves communication between actors and spectators. It uses action and speech to tell a story through individuals or groups acting with their bodies and minds. Three major forms of traditional Asian drama are discussed: Chinese drama (Vun Pan Shi, Sin Pan Shi, Vun Min Shi), Japanese drama (Noh plays, Joruri puppet plays, and Kabuki drama), and early forms of Philippine drama like duplo and karagatan debates. Modern Philippine drama was rejuvenated by groups like Repertory Philippines, and the country's film industry began with movies like Dalagang Bukid in 1919.
Mime is a form of acting without words that began in ancient Greece. Performers called mimics would exaggerate gestures and movements to express stories and entertain audiences. Famous mimics include Charlie Chaplin, Marcel Marceau, and Rowan Atkinson as Mr. Bean, who helped popularize the art form. Mime was most popular during the times of the ancient Greeks, the Tudor period in England, and spread to Italy and France in later centuries.
The document discusses the origins and history of the Mansard roof. While often attributed to French architect François Mansart in the early-to-mid 17th century, there is no direct evidence he invented it. Mansart popularized the Mansard roof through his works, but it gained widespread use in France during the Second French Empire in the 1800s. The Paris exhibitions of 1855 and 1867 further spread the Mansard roof's popularity to England and the United States, where the "Mansard style" became a common house design type.
The emergence of opera in the Philippines began in the 19th century with the arrival of foreign performers. The first Filipino opera, Sandugong Panaginip, premiered in 1902. Notable Filipino operatic works followed and figures like Bonifacio Abdon promoted the genre. The Cultural Center of the Philippines established opera as a legitimate art form. Ballet adaptations of folktales like Lola Basyang and the Indian epic Ramayana also emerged. Musical plays drew from Broadway and told contemporary Philippine stories. Lea Salonga found international fame in Miss Saigon.
Mime began as a form of communication before spoken language and later developed into a form of entertainment. It originated in ancient Greece and was brought to Rome, growing more popular under Emperor Augustus. Mime continued through the Middle Ages as Commedia Dell'Arte street performances and moraliy/miracle plays. Famous mimes like Charlie Chaplin and Rowan Atkinson used mime, movements, and facial expressions to develop beloved comedic characters without words. The social, economic, historical, and technological factors of different eras influenced the development and popularity of mime as a performing art.
Mime is a form of nonverbal communication using gestures and bodily movements. It originated in ancient Greece and was used to communicate before spoken language developed. Famous mime artists like Joseph Grimaldi in the 18th century helped establish conventions for clowning and whiteface characters. Another influential theatrical form was Commedia dell'Arte, which emerged in 16th century Italy using improvised stories, stock characters in masks, and themes of love, money, and hunger. Technology has impacted mime by enabling special lighting and microphones not available historically.
Under Milk Wood by Dylan Thomas is a play that describes a day in the fictional Welsh seaside village of Llareggub. Thomas worked on the play for over 20 years before its first broadcast on BBC radio in 1954. The play brings the town's characters to life through their voices, allowing the audience to eavesdrop on their dreams, routines, and secrets. Thomas employs various literary techniques to craft vivid descriptions and an atmosphere of the village, including onomatopoeia, alliteration, rhyme, and his unique manipulation of language.
This document summarizes key developments in music and society in Europe during the 17th century. It describes the transition from Renaissance to Baroque styles, including a shift from modal to tonal harmony and an increased focus on expressing emotion and drama. The Baroque period saw the development of opera, oratorio, and concerted styles of composition that combined instruments and voices. Instruments such as harpsichord and theorbo accompanied singers using figured bass notation.
This document provides an overview and analysis of the 1988 film "The Legend of 1900". It begins with a 3 paragraph summary of the film's plotline, which follows the story of a virtuoso pianist named Danny Boodman T.D. Lemons 1900 aboard an ocean liner in the early 20th century. The document then provides background information on the film's director Giuseppe Tornatore and features for the main character 1900, Tim Roth. The remainder of the document analyzes the film's music, providing musical excerpts and discussion of how the score enhances the emotional elements of various scenes. It also includes review questions to test the reader's understanding.
1. The classical era of music occurred between 1750-1820 and was dominated by the aristocracy who patronized musicians.
2. Harmony and texture during this period were primarily homophonic.
3. The major musical forms that developed were the sonata, sonata-allegro form, concerto, and symphony. Each had distinct structures and characteristics.
4. Major composers of the classical period included Haydn, Mozart, and Beethoven, who are still popular today and whose music is frequently used in cartoons.
This document provides information about a music curriculum for grade 9 covering Medieval, Renaissance, and Baroque periods. It includes objectives, assessments, descriptions of characteristic features of music from each period, and information about composers such as Adam de la Halle. Students will learn about genres like Gregorian chants, Troubadour music, and madrigals. They will develop understanding through listening, analyzing, singing, and creating activities. The curriculum aims to develop students' musical skills and knowledge of historical and cultural contexts.
This document provides an overview of 20th and 21st century multimedia forms like opera, ballet, and musical plays in the Philippines. It discusses the development of opera in the country, including early operas like "Sandugong Panaginip" and works based on Rizal's novels. Notable Filipino operas include "La Loba Negra", "Noli Me Tangere", and "El Filibusterismo". It also describes ballet adaptations of folktales like "Lola Basyang" and the Indian epic "Ramayana". Musical plays discussed include Broadway shows and Filipino adaptations featuring performers like Lea Salonga. Elements of theater and notable musicals like "Les M
This document provides a learning module on music from the Medieval, Renaissance, and Baroque periods for grade 9 students. It includes objectives, assessments, descriptions of characteristic features of music from each period, and information on composers such as Adam de la Halle, Giovanni Pierluigi da Palestrina, and Johann Sebastian Bach. Students are expected to listen to and analyze examples of Gregorian chants, masses, madrigals, and other genres, and sing or play excerpts from these periods.
Grade 9 Learning Module in Music - CompleteR Borres
This document provides a learning module on music from the Medieval, Renaissance, and Baroque periods for grade 9 students. It includes objectives, assessments, descriptions of characteristic features of music from each period, and information on composers such as Adam de la Halle, Giovanni Pierluigi da Palestrina, and Johann Sebastian Bach. Students are expected to listen to and analyze examples of Gregorian chants, masses, madrigals, and other genres, and sing or play excerpts from these periods.
This document provides an overview of music from the Medieval, Renaissance, and Baroque periods for a Grade 9 music learner's material. It includes objectives, assessments, descriptions of characteristic features of Gregorian chants, Troubadour music, and introduces composers such as Adam de la Halle. Listenings of sample music from each period are embedded for analysis. The document is intended to educate students on the historical and cultural developments of Western music.
The document provides instructions for an illustrator to create a map of Europe showing the hometowns of composers from different historical periods. It includes a sample map with an arrow pointing from a composer's picture to their home country. The rest of the document discusses music from the Medieval, Renaissance, and Baroque periods, including characteristics of genres from each period like Gregorian chants and madrigals. It provides listening examples and objectives for students to understand the distinctive features of music from these eras.
K TO 12 GRADE 9 LEARNER’S MATERIAL IN MUSICLiGhT ArOhL
The document provides instructions for an illustrator to create a map of Europe showing the hometowns of composers featured in each unit of a music learner's material. It includes a sample map with arrows pointing from composer pictures to their home countries. Several pages provide information on medieval, Renaissance, and Baroque music including characteristics, examples of genres, and short biographies of composers like Adam de la Halle and Giovanni Pierluigi da Palestrina. Listeners are prompted to reflect on how the music relates to their experiences and knowledge.
The document provides instructions for an illustrator to create a map of Europe showing the hometowns of composers from different historical periods. It includes a sample map with an arrow pointing from a composer's picture to their home country. The rest of the document contains information about music from the Medieval, Renaissance, and Baroque periods for a grade 9 music learner curriculum, including objectives, assessments, descriptions of characteristic features of music from each period, and links to example songs.
The document discusses several important topics not covered in textbooks regarding medieval music history, including:
1) It discusses the role of Pope Gregory I in the development of Gregorian chant and debunks the myth that he standardized liturgical music, noting that texts and melodies were not standardized until the 12th century.
2) It describes the earliest attempts at musical notation in places like ancient Egypt and Greece and how medieval monks began notating chant, leading to the development of staff notation by Guido d'Arezzo in the 11th century.
3) It notes some of the social roles and limitations of women and professional musicians during the Middle Ages, as well as innovations from the Notre Dame School regarding rhyth
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses posting a project video to Facebook and receiving positive feedback from various sources. In a single sentence, the author shares that they posted a project video on Facebook and received positive feedback.
Renee Bailey is proposing a project titled "Operation Education" which will be a school survival guide documentary. The objectives are to learn how children survive school in the 21st century through interviews. Renee will be responsible for all aspects of the solo project and wants to learn documentary editing and how to use a high-tech camera. The reason for choosing this project is that it is unique, challenging, and will allow Renee to develop new skills in media. Activities will include researching documentaries and production, developing and analyzing ideas, filming interviews, editing the documentary, and getting evaluations. Milestones and target dates will be set by the teacher assessor.
The document discusses a student's proposed creative project titled "Operation Education" that would involve creating a film and performance aimed at students. Some of the strengths identified are that the idea is original, engaging for the target audience, and allows the student to try something new. Potential opportunities include challenging the student and having access to good recording equipment and support. Some weaknesses identified are that it may be too time consuming and have an unrealistic scope. Threats include not achieving the expected results or target. The document provides a template to help students evaluate the strengths, weaknesses, opportunities, and threats of their project ideas.
The document provides an evaluation template for a student to assess their role and performance on a solo creative media project. The student explains that they took on all roles for the project as it was solo, including acting, directing, filming, producing and editing. They felt they adapted well to losing all their initial work and redoing it, and created something unique and creative within a tight timespan. However, they note their timing for filming didn't allow enough time for mistakes. Through completing the project, the student learned they can be productive and creative in difficult situations.
The document summarizes a student's evaluation of their creative media project titled "Operation Education". The project was originally intended to be a school survival guide but became a diary of a stereotypical geek's daily life and struggles. Strengths included its humorous and entertaining nature, as well as its creative and innovative approach. However, weaknesses were that the content was not actually relevant to the intended topic of a survival guide and could have been improved with stronger acting in the diary scenes.
Renee recorded her skills development while working on her final project called "Operation Education". She used camera skills to successfully film her project. Her editing skills in iMovie helped produce useful techniques. Acting skills allowed her to take on a role and direct believable scenes. Directing during filming helped construct scenes that turned out well.
The document summarizes the primary research methods a student used for a project on their Level 2 Higher Diploma in Creative and Media. The student interviewed Callum Mackintosh, a professional, on March 16th 2011. No other primary research methods such as questionnaires or interviews with other students were noted as being used by the specified dates of April 7th and May 13th 2011.
The document records the activities and decisions made throughout a student's project to create a survival guide. It shows the initial brainstorming and planning phases in February and March, including fundraising. In April, the student bought supplies and began filming the first scenes. Additional filming took place through May. However, when attempting to edit, the camera tapes were found to be damaged, forcing re-filming. The student then re-filmed and edited the scenes, changing the format to a "day in the life" documentary instead of a survival guide.
The document lists the resources needed to complete a project including equipment, software, costumes, props, finances, people, and expert help. It identifies a camera, tripod, iMac, iMovie, a fatsuit, geek glasses, tie, suspenders, paper, boxes, soft ball, and books. It estimates £80-£100 will be needed which will be raised through fundraising and media budget. It notes people will be needed to play characters and a camera man which will come from friends and the drama department. It also lists needing help from the music technician Callum Mackintosh.
The document lists key activities needed to complete a project and estimates time required for each:
1) Generating ideas such as looking at survival guide examples would take a couple weeks.
2) Action planning through brainstorming and diagrams would take a couple days.
3) Research using the internet and primary sources would take a maximum of a week.
4) Pre-production including planning and blogging work would need a month to be prepared for production.
The student is planning a school survival guide project in video format. The purpose is entertainment, poking fun at school stereotypes. The target audience is secondary students aged 11-16, starting within their own school. It will be filmed and edited using the school's recording studio and equipment. Resources needed include the studio, cameras, tripods, and editing software. Risks include safety hazards in various filming locations. The student will mitigate risks by having a qualified staff member supervise equipment use and conducting safety assessments of areas. Food and drinks near electrical equipment will also be prohibited.
This document contains a tally chart template and instructions for students to use to organize responses from a questionnaire about entertainment preferences. The tally chart includes sample questions about age range, entertainment frequency, entertainment type preferences, and whether people prefer watching something new or familiar. The chart also has columns to record the number of responses for each answer and a total response count.
This document provides guidance for students on designing a questionnaire as part of a research project. It includes a template to help plan the questionnaire with sections for the title of the research project, a brief description of what the research is trying to find out, closed questions to collect basic information from respondents, a mix of open and closed questions to gather needed information and opinions, and instructions for respondents once complete. The template is intended to help students systematically design their questionnaire for a project described in their course materials.
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for participants.
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures use laptops, notebooks, and textbooks to record information from lecturers.
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures take notes using laptops, notebooks, or textbooks to record information from lecturers.