Writing AssignmentListen to the following selections (you wi
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Writing Assignment Listen to the following selections (you will refer to these in your writing assignment): Japan (Gagaku): Imperial Sho Koto Chant https://www.youtube.com/watch?v=wx3NCwp4-VU India: Sanai Gath (Raga Kaphi) https://www.youtube.com/watch?v=lWjkeWSMD04 Indonesia, Bali: (Gender Wayang): Gamelan Orchestra https://www.youtube.com/watch?v=Pvxw56iRXXQ China: Hu-kin and Butterfly-harp https://folkways.si.edu/china-hu-kin-melody/central-asia-islamica-world/music/track/smithsonian South Africa, Zululand: Flutes and Body Harp Attachment Navajo, Native American: Ribbon Dance attachment Why do you think that the world's musics can impact cultures so differently? Listen to the examples of traditional musical sounds from different cultures and try to identify a common similarity. While it is easy to point out what is different, you should compare them to find shared elements. Remember that the music may serve different functions; that is, performance or to accompany a social or spiritual event. ...
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This document provides an introduction to learning about the music of South, Central, and West Asia. It outlines objectives for students to listen to, analyze, relate to culture, and perform various styles of music from these regions. A pre-assessment activity is included to gauge students' existing knowledge of the vocal and instrumental music traditions in Central, South, and West Asia before lessons on specific countries are presented.
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Here are the key points to include in your comparison:
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- Makyong - A theatrical performance from Terengganu featuring dance, music,
puppetry and storytelling. The ensemble includes rebab fiddles, drums and gongs.
- Ngajat - A vocal and percussion ensemble from Kelantan featuring songs, drumming
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DIRECTIONS
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NOTES :
Music Appreciation
Sample Outline: Concert Report 1: Instrumental Music
(Orchestra,
Band,
Chamber Music, Solo Recital)
Concert Setting
Date of Concert:
June 25 1995
Place of Concert:
Wembley Stadium, Wembley, London, England
Name of group(s) performing:
Bon Jovi
Briefly describe the concert setting (hall, performers’ dress).
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The bands dress code was dressed down - Blue Jeans, muscle shirts, bandanas, leather jackets, and combat boots
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Were program n.
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LECTURE FIVE: INDIA, PAKISTAN, TUVA
1. Notes for N.Indian audio samples part one-two:
file:///Users/lixilong/Downloads/Alves%20-%20N.%20Indian%20Music.audio%20notes.PDF
2. Article on Research Models in Ethnomusicology:
file:///Users/lixilong/Downloads/Research%20Models.pdf
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Instruments:
sitar (Ravi Shankar)
sarod (Ali Akbar Khan)
shenai (Bismillah Khan)
tabla (mridangam in S. India)
tambura
Musical Cultural Terms:
hindustani (karnatak in south)
tala
solkattu (bols in N. India)
raga (one type being khamaj)
sruti (svaras)
gat
alap
vedas
rasa
gharana
kathak (Natya Shastra)
People:
Ravi Shankar (on sitar, with tabla): https://www.youtube.com/watch?v=HsuFlxxrX8k
(on tala): https://www.youtube.com/watch?v=Joyk_EMtzn0
Ali Akbar Khan (sarod):
https://www.youtube.com/watch?v=SJKMnWhL1xE
(with Zakir Hussain, tabla): https://www.youtube.com/watch?v=4s7ISvRnwIE
Bols (rhythmic alphabet) on tabla: https://www.youtube.com/watch?v=AVDupDQwkSg
Bismillah Khan (shenai):
https://www.youtube.com/watch?v=kHaEkkOhMB4
https://www.youtube.com/watch?v=chFMWi-hxEk
(with Ravi Shankar): https://www.youtube.com/watch?v=TmvfMJI0ZEY
Hindustani Kathak (Chitresh Das and musicians): https://www.youtube.com/watch?v=blI9mxS16s8
II. Pakistan
qawwali (sufi)
saragam (svaras, gamaka)
harmonium
Nusrat Fateh Ali Khan: https://www.youtube.com/watch?v=KBPT80CyKaQ
vocals (with Eddie Veder) on "Dead Man Walking":
https://www.youtube.com/watch?v=prI1HSeBJJw
(solo from film): https://www.youtube.com/watch?v=c8WiRyru5KU
“world music” fusion collaboration (with Michael Brook, from Night Song, 1996); saragam vocal improvisation at 3:00:
https://www.youtube.com/watch?v=OQTFAxMirQE&list=RDou_KeozfhgQ&index=6
https://www.youtube.com/watch?v=nzsauIkawHU
III. Central Asia - Republic of Tuva (in Outer Mongolia)
hoomii (a unique form of “throat-singing” transliterated as xöömei in Tuvan)
Kongar-ol Ongar (on Letterman:
https://www.youtube.com/watch?v=TVyyhHFKI8E
(with blues man Paul Pena):
https://www.youtube.com/watch?v=vMiKKRbSckY
website background:
http://www.alashensemble.com/about_tts.htm
Inuit throat-singing:
https://www.youtube.com/watch?v=qnGM0BlA95I
(from Jeremy Marre's documentary "The Nature of Music"):
https://www.youtube.com/watch?v=alRN1fm6Jfk&list=PLcqRfGSvZmkJSFIrIw2u-aSV2IScUBBqG&index=4
__________________________________
REFERENCES
North India: https://www.britannica.com/art/Hindustani-music
South India: https://www.britannica.com/art/Karnatak-music
Pakistan: https://www.britannica.com/art/qawwali
Tuva (Central Asia - Outer Mongolia):
http://www.alashensemble.com/about_tts.htm
.
Gr 8 music q1 page 1 63
This document provides an introduction to music in Southeast Asia, focusing on Cambodia and Indonesia. It discusses the Pinpeat ensemble in Cambodia, which typically includes nine or ten instruments like xylophones, gongs, and drums. It also covers basic concepts in Indonesian music like the slendro and peloq scales. The most popular form of music in Indonesia is the gamelan orchestra, which contains a variety of metallophonic instruments. The document aims to help students analyze and perform Southeast Asian music by learning about the historical and cultural contexts of different countries' musical traditions.
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Write
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In-depth introduction
An overview of the organization
A detailed description of the product or service
A S.W.O.T. analysis of the organization and offering
Strengthen
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Threats
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What do you think? For your assignment this week, find an opinion poll about any public policy matter published within the last two months. Write a 2 page essay explaining...
1 What questions were asked and how they were worded?
2. What was the poll's sample and universe? ("Sample" is who they asked. "Universe" is the total group the sample is meant to represent)
4. What were the results?
5. Who paid for the poll? Who conducted it? Does that matter?
6. What polling errors might have affected its accuracy or usefulness?
7. What, if anything, should policymakers do differently as a result of this poll?
Submit in Word. Cite your sources.
Additional Resources
Here's a great place to look for polls:
http://www.realclearpolitics.com/epolls/latest_polls/
And another:
http://www.gallup.com/home.aspx
And another:
http://www.pollingreport.com/
And another:
http://www.cbsnews.com/feature/cbs-news-polls/
And another:
http://www.quinnipiac.edu/news-and-events/quinnipiac-university-poll/
Here's some background on polling:
http://www.ropercenter.uconn.edu/education/polling_fundamentals.html
And on how to interpret polls:
http://www.ropercenter.uconn.edu/education/analyzing_polls.html
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The document provides an overview of music in Southeast Asia, focusing on Cambodia, Indonesia, Myanmar, and Malaysia. Cambodia has the Pinpeat ensemble featuring xylophones, gongs, and drums. Indonesia has the Javanese and Balinese gamelan orchestras featuring metallophones and gongs. Myanmar has the Hsaing Waing ensemble with gongs and drums. Malaysia's music has been influenced by Malay, Chinese, Indian, and other cultures and features percussion instruments. The document discusses the scales, instruments, ensembles, and vocal traditions of these Southeast Asian countries.
Gr8 music and arts lm as of 06 april 2013
The document provides an overview of music in Southeast Asia, focusing on several countries. It discusses the traditional musical ensembles of Cambodia (Pinpeat), Indonesia (Javanese and Balinese gamelans), and Myanmar (Hsaing Waing). It also describes the vocal and instrumental music of each country. Key instruments featured include xylophones, gongs, drums, flutes, and harps. The document then provides brief introductions to the music of Malaysia, noting its multi-cultural influences, and categories of classical, folk, and syncretic music.
Grade 8 Music and Arts Module
The document provides an overview of music in Southeast Asia, focusing on Cambodia, Indonesia, Myanmar, and Malaysia. Cambodia has the Pinpeat ensemble featuring xylophones, gongs, and drums. Indonesia has the Javanese and Balinese gamelan orchestras featuring metallophones and gongs. Myanmar has the Hsaing Waing ensemble with gongs and drums. Malaysia has been influenced by Malay, Chinese, Indian, and other cultures and features percussion instruments. Singers often perform with the musical ensembles.
Gr8musicandartslmasof06april2013 130908005056-
The document provides an overview of music in Southeast Asia, focusing on several countries. It discusses the traditional musical ensembles of Cambodia (Pinpeat), Indonesia (Javanese and Balinese gamelans), and Myanmar (Hsaing Waing). It also describes the vocal and instrumental music of each country. Key instruments featured include xylophones, gongs, drums, flutes, and harps. The document then gives brief introductions to the music of Malaysia, highlighting its multi-cultural influences, and categories of classical, folk, and syncretic music.
Young language learners in summer camps
Viktoria Smelianska & Svetlana Shevchenko's presentation at the Foreign Language Summer Camps Workshop as a part of the English Language Retreat/GoGlobal Initiative Project
GRADE 8 MUSIC AND ARTS 1st to 4th Quarter
Here are some of the main musical ensembles in Malaysia:
- Gamelan - Similar to the Indonesian gamelan, featuring metallophones and gongs.
- Dikir barat - A vocal and percussion ensemble popular in West Malaysia, featuring
singing, drumming and dancing.
- Boria - A folk orchestra from Sarawak featuring flutes, fiddles, drums and gongs.
- Makyong - A theatrical performance from Terengganu featuring dance, music,
puppetry and storytelling. The ensemble includes rebab fiddles, drums and gongs.
- Ngajat - A vocal and percussion ensemble from Kelantan featuring songs, drumming
Grade 8 Music and Arts LM
Here are some of the main musical ensembles in Malaysia:
- Gamelan - Similar to the Indonesian gamelan, featuring metallophones and gongs.
- Dikir barat - A vocal and percussion ensemble popular in West Malaysia, featuring
singing, drumming and dancing.
- Boria - A folk orchestra from Sarawak featuring flutes, fiddles, drums and gongs.
- Sanggie - A folk orchestra from Sabah featuring bamboo flutes, drums and gongs.
- Orkes - A popular ensemble influenced by Western military bands, featuring both
Malaysian and Western instruments.
- Orkes Melayu - A Malay pop orchestra featuring accord
Tg music g8_q1
Here are some key points about Myanmar's music:
- The traditional folk music ensemble is called Hsaing Waing
- It consists mainly of gongs and drums plus other instruments depending on the performance
- Instruments are categorized as loud sounding (for open air performances) or soft sounding
- Common loud instruments include various types of gongs and drums
- A double reed pipe called hne is also used
- Singing often accompanies the Hsaing Waing ensemble
Let me know if you need any clarification or have additional questions!
MAPEH 7 Q1 Week 1-Music.pdf
The document provides instructions for students to follow when completing a self-learning module on music of the lowlands of Luzon. It outlines 5 steps for completing tasks in the module and states the expectations which include describing musical characteristics, analyzing musical elements, exploring sound production, and identifying instruments from the lowlands. It then introduces the topics of the module which are the music of the lowlands and classification of instruments.
music-of-china [Autosaved].ppt
This document provides an overview of music in China, including traditional and modern forms. It discusses classical Chinese instruments like the qin and pipa, as well as traditional ensembles. It also covers the development of music under Confucianism and Communism as a tool for social control and propaganda. More recently, Western influences have integrated with Chinese traditions, while new genres like rock and heavy metal have emerged.
DIRECTIONS Title RecordedLive Popular Music Concert Report (E.docx
DIRECTIONS
Title: Recorded/Live Popular Music Concert Report (Essay) Overview: Recorded and live performances are invaluable to the understanding and appreciation of music. They provide students with an opportunity to see amateur/professional musicians at work, as well as provide context for class discussions. Each student is required to either attend a live concert or view a recorded performance of a popular music artist and write a concert report (essay of at least 500 words) that assesses carefully the musical elements of the performance. Details: The purpose of this assignment is to: x identify and describe the elements of music. x demonstrate listening skills through identification of musical elements within the music. x identify basic musical vocabulary. x experience a recorded RU liYe SeUfRUPaQce Rf a ³SRSXlaU PXVic´ aUWiVW. Requirements: Each student is required to either attend a live concert or view a recorded performance (e.g., DVD, YouTube, etc.) of a popular music artist (e.g., rock, hip hop, salsa, etc.) and write a concert report (essay of at least 500 words) that assesses carefully the musical elements of the performance. Proper citation is required if a recorded performance is selected. Students who opt for a live performance of a popular music artist must submit a photocopy of the program cover (when available). The essay must be double-spaced and use Times New Roman, 12 Point Font. A sample report (essay) and sample outline (for note taking during the performance) will be provided in the weeks to come. A rubric will be used to assess the essay (See Attachment) Check the calendar for due dates. Resources: Students are required to submit this writing assignment to Tutor.com. In addition, each student will be required to turn in the TXWRU¶V cRPPeQWV ZiWh Whe fiQal dUafW Rf Whe aVVigQPeQW aV SURRf WhaW he/Vhe Pade XVe Rf Whe VeUYice. The fiQal YeUViRQ PXVW alVR be VXbPiWWed XViQg BlackbRaUd¶V SafeAssign tool. References: DVDs of recorded concerts are available in most libraries; however, you may want to consider watching a performance on websites sites that offer full length concerts or snippets of a concert (e.g., YouTube, etc.). Students who opt for a live performance of a popular music artist may want to look in your local paper for live events held in the area.
NOTES :
Music Appreciation
Sample Outline: Concert Report 1: Instrumental Music
(Orchestra,
Band,
Chamber Music, Solo Recital)
Concert Setting
Date of Concert:
June 25 1995
Place of Concert:
Wembley Stadium, Wembley, London, England
Name of group(s) performing:
Bon Jovi
Briefly describe the concert setting (hall, performers’ dress).
Largest football stadium in the UK holds 90,000 people - day of concert there were 72,000 there to see the band Bon Jovi
The bands dress code was dressed down - Blue Jeans, muscle shirts, bandanas, leather jackets, and combat boots
Were concert programs provided? _yes ☑️no. If yes, attach a copy.
Were program n.
South East Asian Music
This document outlines activities for learning about music in Southeast Asia. It includes activities where students name Southeast Asian countries, choose countries they would like to visit and explain why, identify familiar Southeast Asian songs, listen to and learn about traditional songs from different Southeast Asian countries, imagine competing in a Mr./Ms. Southeast Asia competition and answering a final question about writing a song, analyzing elements of a song and the performance style, posting an appreciation of a song on Facebook with required hashtags, and writing a reflection on insights gained about Southeast Asian music.
LECTURE FIVE INDIA, PAKISTAN, TUVA1. Notes for N.Indian aud.docx
LECTURE FIVE: INDIA, PAKISTAN, TUVA
1. Notes for N.Indian audio samples part one-two:
file:///Users/lixilong/Downloads/Alves%20-%20N.%20Indian%20Music.audio%20notes.PDF
2. Article on Research Models in Ethnomusicology:
file:///Users/lixilong/Downloads/Research%20Models.pdf
I. India (North and South)
Instruments:
sitar (Ravi Shankar)
sarod (Ali Akbar Khan)
shenai (Bismillah Khan)
tabla (mridangam in S. India)
tambura
Musical Cultural Terms:
hindustani (karnatak in south)
tala
solkattu (bols in N. India)
raga (one type being khamaj)
sruti (svaras)
gat
alap
vedas
rasa
gharana
kathak (Natya Shastra)
People:
Ravi Shankar (on sitar, with tabla): https://www.youtube.com/watch?v=HsuFlxxrX8k
(on tala): https://www.youtube.com/watch?v=Joyk_EMtzn0
Ali Akbar Khan (sarod):
https://www.youtube.com/watch?v=SJKMnWhL1xE
(with Zakir Hussain, tabla): https://www.youtube.com/watch?v=4s7ISvRnwIE
Bols (rhythmic alphabet) on tabla: https://www.youtube.com/watch?v=AVDupDQwkSg
Bismillah Khan (shenai):
https://www.youtube.com/watch?v=kHaEkkOhMB4
https://www.youtube.com/watch?v=chFMWi-hxEk
(with Ravi Shankar): https://www.youtube.com/watch?v=TmvfMJI0ZEY
Hindustani Kathak (Chitresh Das and musicians): https://www.youtube.com/watch?v=blI9mxS16s8
II. Pakistan
qawwali (sufi)
saragam (svaras, gamaka)
harmonium
Nusrat Fateh Ali Khan: https://www.youtube.com/watch?v=KBPT80CyKaQ
vocals (with Eddie Veder) on "Dead Man Walking":
https://www.youtube.com/watch?v=prI1HSeBJJw
(solo from film): https://www.youtube.com/watch?v=c8WiRyru5KU
“world music” fusion collaboration (with Michael Brook, from Night Song, 1996); saragam vocal improvisation at 3:00:
https://www.youtube.com/watch?v=OQTFAxMirQE&list=RDou_KeozfhgQ&index=6
https://www.youtube.com/watch?v=nzsauIkawHU
III. Central Asia - Republic of Tuva (in Outer Mongolia)
hoomii (a unique form of “throat-singing” transliterated as xöömei in Tuvan)
Kongar-ol Ongar (on Letterman:
https://www.youtube.com/watch?v=TVyyhHFKI8E
(with blues man Paul Pena):
https://www.youtube.com/watch?v=vMiKKRbSckY
website background:
http://www.alashensemble.com/about_tts.htm
Inuit throat-singing:
https://www.youtube.com/watch?v=qnGM0BlA95I
(from Jeremy Marre's documentary "The Nature of Music"):
https://www.youtube.com/watch?v=alRN1fm6Jfk&list=PLcqRfGSvZmkJSFIrIw2u-aSV2IScUBBqG&index=4
__________________________________
REFERENCES
North India: https://www.britannica.com/art/Hindustani-music
South India: https://www.britannica.com/art/Karnatak-music
Pakistan: https://www.britannica.com/art/qawwali
Tuva (Central Asia - Outer Mongolia):
http://www.alashensemble.com/about_tts.htm
.
Gr 8 music q1 page 1 63
This document provides an introduction to music in Southeast Asia, focusing on Cambodia and Indonesia. It discusses the Pinpeat ensemble in Cambodia, which typically includes nine or ten instruments like xylophones, gongs, and drums. It also covers basic concepts in Indonesian music like the slendro and peloq scales. The most popular form of music in Indonesia is the gamelan orchestra, which contains a variety of metallophonic instruments. The document aims to help students analyze and perform Southeast Asian music by learning about the historical and cultural contexts of different countries' musical traditions.
Similar to Writing AssignmentListen to the following selections (you wi (16)
Gr 8 music q3 page 121 #mcspicyishere http://ph.sharings.cc/teachermarley/s...
Gr 8 music q3 page 121 #mcspicyishere http://ph.sharings.cc/teachermarley/s...
DIRECTIONS Title RecordedLive Popular Music Concert Report (E.docx
DIRECTIONS Title RecordedLive Popular Music Concert Report (E.docx
LECTURE FIVE INDIA, PAKISTAN, TUVA1. Notes for N.Indian aud.docx
LECTURE FIVE INDIA, PAKISTAN, TUVA1. Notes for N.Indian aud.docx
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And another:
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Format
your paper consistent with APA guidelines.
.
Prepare three 7 to 10 minute mini-lessonslectures on myth in .docx
Prepare
three
7 to 10 minute mini-lessons/lectures on myth in our world. Each of your lessons/lectures should be about 900 words long (double-spaced, Times 12-point font, with 1-inch margins). This is not much time, so you will want to be concise but conversational, as this is a presentation rather than an essay.
a) Mini-Lesson/Lecture I: Myth in Culture and the Arts
Examine how a particular myth influenced/inspired something specific in culture or the arts, including but not limited to a work of art, a poem, a religious ritual, a film, a statue, a carving, a religious symbol, a novel, a video game, or a specific TV episode. Compare the original myth with its presentation in the chosen medium.
b) Mini-Lesson/Lecture II: Myths and Values
Choose a specific myth and identify the specific values expressed through it. Explain how the myth functions to uphold, enforce, or reinforce a set of values within its culture/society/religion, to the detriment or benefit of that culture/society/religion.
c) Mini-Lesson/Lecture III: The Impact of Myth
Briefly describe a historical event, a controversy, a world event, a current event, a military group or action, a political event or group, a religious group or action, or a similar phenomenon. Then, show how a specific myth relates to that event, group, or action, as well as examining the impact that the values, attitudes, and ideas imparted by that myth have on the people, ideologies, and points of view in play.
In choosing your phenomenon, considerhistorical or political events that might be said to have myths as their ideological basis, such as the creation of the state of Israel, the Spanish Inquisition, the Salem witch trials, the Holocaust, the reign of Hirohito, Jonestown, the
Ram Janmabhoomi Mandir movement
, the Branch Davidians, jihadist suicide bombers, kamikaze pilots, Manifest Destiny, Heaven's Gate, the Tea Party movement, and so on.
You could also consider founders of religions and heroic culture bearers who have mythic biographies or quest stories in their histories. Think of scriptural material, such as the New Testament gospels, which tell about the life of Jesus of Nazareth; and hero myths that have inspired courageous action, such as the story of Percival and his quest for the Holy Grail.
.
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