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The lesson plan teaches elementary school students about orchestral instruments. Students will learn to name and describe common orchestral instruments. They will be exposed to excerpts from Night on Bald Mountain by Mussorgsky and Hoedown by Aaron Copland through YouTube videos. Students will explore different instruments on the San Francisco Symphony Kids website and identify instruments in pieces from the Music Chamber website. The lesson aims to develop students' listening, analysis, and evaluation skills regarding music.
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The document discusses various musical instruments and genres of music. It lists several musical instruments like guitar, accordion, flute, organ, piano, trombone, and trumpet. It encourages learning how to pronounce the names of instruments and playing a game to identify instruments by sound. It also mentions different types of music like folk, classical, pop, and rap music and encourages writing about favorite musicians.
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The song chosen for the music video is "I Bet You Look Good On The Dancefloor" by Arctic Monkeys. It received the most votes in a survey and the singer's unique voice will identify the band even if the song is unknown. The video will take influences from other narrative/live performance videos and feature good camera angles and shots. The performers will be represented in a conventional, modern indie rock style through their actions, setting, and stylish but casual clothing. The target audience is 15-25 year olds who will be reached through social media platforms. The concept portrays the band performing at a party as a boy and girl meet and enjoy themselves on the dance floor.
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This document outlines a music lesson plan for 9th grade students focusing on Medieval, Renaissance, and Baroque periods. The objectives are for students to understand the characteristic features of music from these eras and relate them to their historical and cultural contexts. Key concepts covered include Gregorian chants, troubadour music, masses, madrigals, and composers like Adam de la Halle, Giovanni da Palestrina, and Thomas Morley. Students will listen to and analyze examples, discuss musical elements, perform songs, and explore other arts from these periods through group activities. Assessment will be based on a chant/skit creation and a performance rubric.
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This document analyzes and summarizes two funk music videos: "Uptown Funk" by Mark Ronson featuring Bruno Mars and "Beat It" by Michael Jackson. It discusses the target audiences, socioeconomic groups, psychographic profiles, storylines, filming techniques, lighting, camera shots, and genres of both songs. The document concludes by stating that the creator intends to make a funk music video inspired by these examples that will get the audience dancing.
History of the music video
1) One of the earliest known music videos was filmed in 1895 for the Kinetophone, a device that played moving pictures with synchronized phonograph recordings.
2) In the early 20th century, "illustrated songs" presented photographic slides with music to accompany silent films. Musical shorts featuring popular artists also gained popularity in the 1920s with the advent of sound-on-film technology.
3) The brothers Max and David Fleischer helped popularize the idea of "bouncing ball" cartoons synced to lyrics in 1925. Soundies short films designed for jukeboxes further brought music and visuals together in the 1940s.
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The history of music videos began in 1894 with the "illustrated song" which projected still images to accompany live music performances. In the early 1900s, the phonoscene synchronized recorded sound with filmed performances. Talkies and short musical films called "soundies" emerged in the 1920s-1950s. In the 1960s, bands like The Beatles and The Animals began creating promotional music videos. MTV launched in 1981 and greatly popularized the music video format, broadcasting videos 24/7. By the 1990s, music videos had become a global phenomenon, with high production value videos like Michael Jackson's "Scream" setting records. Today, music videos often tell complete stories like Craig David's "Seven Days."
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The document discusses various musical instruments and genres of music. It lists several musical instruments like guitar, accordion, flute, organ, piano, trombone, and trumpet. It encourages learning how to pronounce the names of instruments and playing a game to identify instruments by sound. It also mentions different types of music like folk, classical, pop, and rap music and encourages writing about favorite musicians.
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This document outlines a music lesson plan for 9th grade students focusing on Medieval, Renaissance, and Baroque periods. The objectives are for students to understand the characteristic features of music from these eras and relate them to their historical and cultural contexts. Key concepts covered include Gregorian chants, troubadour music, masses, madrigals, and composers like Adam de la Halle, Giovanni da Palestrina, and Thomas Morley. Students will listen to and analyze examples, discuss musical elements, perform songs, and explore other arts from these periods through group activities. Assessment will be based on a chant/skit creation and a performance rubric.
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History of the music video
1) One of the earliest known music videos was filmed in 1895 for the Kinetophone, a device that played moving pictures with synchronized phonograph recordings.
2) In the early 20th century, "illustrated songs" presented photographic slides with music to accompany silent films. Musical shorts featuring popular artists also gained popularity in the 1920s with the advent of sound-on-film technology.
3) The brothers Max and David Fleischer helped popularize the idea of "bouncing ball" cartoons synced to lyrics in 1925. Soundies short films designed for jukeboxes further brought music and visuals together in the 1940s.
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The history of music videos began in 1894 with the "illustrated song" which projected still images to accompany live music performances. In the early 1900s, the phonoscene synchronized recorded sound with filmed performances. Talkies and short musical films called "soundies" emerged in the 1920s-1950s. In the 1960s, bands like The Beatles and The Animals began creating promotional music videos. MTV launched in 1981 and greatly popularized the music video format, broadcasting videos 24/7. By the 1990s, music videos had become a global phenomenon, with high production value videos like Michael Jackson's "Scream" setting records. Today, music videos often tell complete stories like Craig David's "Seven Days."
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The document provides examples of sentences using the verbs "can" and "can't" in affirmative, negative, interrogative, and short answer forms. It gives sample sentences demonstrating people's various abilities and inability to perform certain actions like playing sports, dancing, speaking languages, listening to music, watching videos and more. It also includes some short question and answer examples to model interrogative and short answer sentence structures.
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This document provides a music teacher's guide for teaching 9th grade students about Medieval, Renaissance, and Baroque music. It includes instructions for an illustrator to create a map of Europe showing the home countries of featured composers. The guide outlines learning standards and objectives related to appreciating and analyzing the characteristic features of music from these periods. It also provides information on Gregorian chants, Troubadour music, masses, madrigals and other genres. Sample music links are included to aid teaching key concepts.
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The document provides instructions for illustrating a map of Europe to show the home countries of composers from different historical periods of Western music. It includes a blank map of Europe and pictures of composers such as Giovanni Pierluigi da Palestrina, Johann Sebastian Bach, George Frideric Handel, and Antonio Vivaldi that are to be placed on the map with arrows pointing to their home countries. It also includes learning objectives and content about the music of the Medieval, Renaissance, and Baroque periods, including characteristics of Gregorian chants, Troubadour music, and genres that flourished in each period like the concerto and fugue.
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Modern music videos began primarily as a marketing tool to promote artists' music in the 1950s, though visuals were sometimes created to accompany music before then. Key developments included the first sound film in 1927, the rise of Hollywood musicals in the 1940s, and the invention of the scopitone in France in the 1960s, which produced short films for songs. The 1960s also saw the beginnings of music television programs like Ready Steady Go in the UK and Top of the Pops. Iconic early music videos included The Beatles' A Hard Day's Night film and Queen's "Bohemian Rhapsody" in 1975, as MTV launched in 1981 and brought more prominent music videos to television.
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The history of music videos began with early performances of songs in films in the 1920s and 1930s. In the 1960s, artists began creating promotional videos to market their music. The first TV show dedicated to airing music videos launched in 1974. In 1981, MTV was launched, broadcasting The Buggles' "Video Killed the Radio Star" as the first video. MTV helped establish the popularity of the music video format and boosted the careers of many artists. Modern music videos continue to develop innovative visual styles and narrative techniques to engage audiences.
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This document discusses the rules for using "a" and "an" in the English language. It provides examples of when to use "a" versus "an" depending on whether the next word starts with a vowel or consonant sound. It also discusses specific cases where "a" is used before words starting with "u" and "eu" and when "an" is used before words starting with a mute "h." Additionally, it lists contexts when "a" or "an" are used to refer to singular nouns, kinds of things, and the words "what" and "such."
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The document provides examples of sentences using the verbs "can" and "can't" in affirmative, negative, interrogative, and short answer forms. It gives sample sentences demonstrating people's various abilities and inability to perform certain actions like playing sports, dancing, speaking languages, listening to music, watching videos and more. It also includes some short question and answer examples to model interrogative and short answer sentence structures.
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The document discusses how music videos demonstrate the characteristics of different genres. It provides Andrew Goodwin's seven features of music videos as an example of how genres are defined by their characteristics. The document then analyzes the music video for "Young and Beautiful" by Lana Del Rey, noting that while it is an indie pop song, it also features jazz and blues influences. The video follows conventions of indie videos through its dark setting with bright lighting and spotlight effects. It tells a narrative through Lana's performance of a woman wondering if a man will always love her.
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George Gershwin was born in Brooklyn, New York in 1898 to a family of Russian Jewish immigrants. He showed a talent for music from a young age, studying piano seriously from age 12. After quitting high school, he worked as a song plugger but soon turned to composing Broadway musicals, partnering with lyricist Ira Gershwin, his brother. Some of his most famous works include "Rhapsody in Blue," "An American in Paris," and "Porgy and Bess." Gershwin struggled to gain respect as a serious composer but saw great popular and financial success. His promising career was cut short when he died of a brain tumor at the young age of 38 in 1937.
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This document provides an overview of swing and big band music. It discusses the history and rise of swing in the 1930s and 1940s with bands led by Benny Goodman, Louis Prima, and Duke Ellington. Factors that led to the decline of swing after World War II include the war drafting band members and the rise of new genres like bebop. The document also outlines a revival of swing in the 1990s and provides ideas for incorporating swing music into classroom activities and lessons.
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The document provides instructions for illustrating a map of Europe to show the home countries of composers from different historical periods of Western music. It includes a blank map of Europe and pictures of composers such as Giovanni Pierluigi da Palestrina, Johann Sebastian Bach, George Frideric Handel, and Antonio Vivaldi that are to be placed on the map with arrows pointing to their home countries. It also includes learning objectives and content about the music of the Medieval, Renaissance, and Baroque periods, including characteristics of Gregorian chants, Troubadour music, and genres that flourished in each period like the concerto and fugue.
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History of music videos
Modern music videos began primarily as a marketing tool to promote artists' music in the 1950s, though visuals were sometimes created to accompany music before then. Key developments included the first sound film in 1927, the rise of Hollywood musicals in the 1940s, and the invention of the scopitone in France in the 1960s, which produced short films for songs. The 1960s also saw the beginnings of music television programs like Ready Steady Go in the UK and Top of the Pops. Iconic early music videos included The Beatles' A Hard Day's Night film and Queen's "Bohemian Rhapsody" in 1975, as MTV launched in 1981 and brought more prominent music videos to television.
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The history of music videos began with early performances of songs in films in the 1920s and 1930s. In the 1960s, artists began creating promotional videos to market their music. The first TV show dedicated to airing music videos launched in 1974. In 1981, MTV was launched, broadcasting The Buggles' "Video Killed the Radio Star" as the first video. MTV helped establish the popularity of the music video format and boosted the careers of many artists. Modern music videos continue to develop innovative visual styles and narrative techniques to engage audiences.
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Interpelação judicial contra Gilmar Mendes pelas acusações de lavagem de dinh...
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"Experiences No. 2" The music of john cage in 4 lessons
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- 1. Allie Moriarty Fall 2013 YouTube Lesson Strategy 1. Topic- The lesson I will be teaching is about orchestras and what instruments are in an orchestra. Students will learn about the instruments and gain a basic knowledge of some orchestral music. This would ideally be for elementary age students in a basic music class. 2. Learning objectives- Students will be able to name and describe the instruments that comprise an orchestra. They will be exposed to a few famous orchestral pieces, such as Night on Bald Mountain by Mussorgsky and Hoedown by Aaron Copland. 3. Video and other web resources YouTube videos a. Night on Bald Mountain by Mussorgsky in Fantasia http://www.youtube.com/watch?v=30oxAdib5L4 This video is the piece as it is played during the movie Fantasia. Since most people have seen Fantasia, it would be fun for the students to see this clip from the movie. b. “Hoe-down” from Rodeo by Aaron Copland http://www.youtube.com/watch?v=3ghjDIXcqwE This video is the Neponset Valley Orchestra performing “Hoe-down” from Rodeo by Aaron Copland. The students will be able to see an orchestra performing this live. Supporting Resources a. San Francisco Symphony Kids http://www.sfskids.org/templates/instorchframe.asp?pageid=3 This is a good website as it explains the different families of instruments, and students can explore all the instruments in an interactive way. There are also some activities the students can play around with. b. The Music Chamber
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