Experiencing Music Composition in Grades †MyAssignmenthelp.com

Question: Discuss about the Experiencing Music Composition in Grades. Answer: Introduction: The final composition that I have done covers all the concepts that were covered in the classes as it offers a key opportunity to put into practice what has been learned. The name of my composition is coming back, with Cubase program used for recording its audio. I recorded half of the instruments that appeared in this audio while the rest were recorded from the MIDI software, putting the idea and activities done in classes to enhance the composition effectiveness. To better explain the learning experiences and the composition, I have narrowed them done in 3 parts in terms of the composition journey, choosing the sound source and composition learning. To start with the composition journey, the idea was inspired in class when we were learning the chords on the ukulele. The way the chords change and the melody from the chords has developed the basic structure of my composition. The weekly videos have also helped a lot in this composition in various ways such as, memorizing the key point of each class and gaining better understanding of what we have learned and achieved. The basic idea that I started with my composition was the week 6 about chords. Chord is the soul of the music, it tells the emotion. For example, a sad song wont start with major C. Almost every song starts with major C are all rendered a harmony and happiness (Kaschub Smith, 2017). However, the song that starts with major F mostly rendered a cheerful rhythm such as the songs practiced in class. On the other hand, Minor E will have a better effect on a sad song. In this regard, I choose major C to be the tune of my composition since it is my favourite chord and it s hows a positive mood and sounds calm. For the sound sources, ten instruments have been included in my composition, they are Piano, guitar, pizzicato, drums, harp, villi on, bass, bells and vocal. All the sound sources are harmonious and sound positive. Even though there are ten sound sources in my composition the instruments are very harmonious presenting an appealing sound. For the composition learning and achievement, the weekly notes and video played an important role. Creating structure that we have learned from class, I learned the difference between structure and texture. The structure in which the composition is done represents the concept of the music while the texture represents the concept of the adapter. Having come up with the composition while at two different locations made it easier for me to develop a tangible and clear structure (Oxford, 2004). Also for the music concept that we have learned in class, the tone colour and dynamics gave me a better understanding of choosing the instruments. As I mentioned before, even though there are so many instruments in my composition it still sounds harmonious.Moreover, the pentatonic scale is one of the key aspects that I like most because of the blues style music which are based on pentatonic scale. Based on the class learning, I randomly selected one of the major scale scales 1, 2, 3, 5 and 6 to find the pentatonic scale of this major tune. In other words, the fourth tone and the seventh tone were removed, resulting in the elimination of the original half-tone in the major scale. The resulting tone consisted of a whole-sound and minor thirds. This helped me with some of my accompaniment instruments to achieve a better performance. Moreover, theme and variation gave my composition a very good canon type of structure with solo piano and other instruments following one after the other. This is important to ensure that the sound creation enhances the individual listening to my composition. Finally, the melody is the soul of the music just like a chord and is based on the chord as taught during class lessons. It was directed that, we have to create the melody based on the chord, which helps me know how to follow the chords and use the right tone. References Oxford, E. C. (2004).Song sheets to software: A guide to print music, software, and web sites for musicians. Lanham, Md: Scarecrow Press. Kaschub, M., Smith, J. (2017).Experiencing music composition in grades 3-5.

Paradise Lost Crafting Characterizations free essay sample

An examination of Miltons Paradise Lost and his depiction of characters. This paper explores Milton?s use of flattery and condemnation and the role they play in the downfall of Adam and Eve and their subsequent decision to take responsibility for eating the forbidden fruit in his novel Paradise Lost. It also explores his characterization of Adam and Eve and how rich language and metaphor result in a stunning piece of work. Miltons Paradise Lost is studded with characters ranging from the devious Satan through to the humanistic, yet wise Eve. Given such a wide breadth of not only characters, but also location, Milton varies his language depending on cast, setting and poetic intention. This is evident when examining the use of flattery and condemnation both of which play large roles in the downfall of Adam and Eve and in their decision to take responsibility for the eating the forbidden fruit. We will write a custom essay sample on Paradise Lost: Crafting Characterizations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Ho Chi Minh essay essays

Ho Chi Minh essay essays Vietnamese statesman, Communist leader, and Confucian humanist, who led the country's struggle for independence in the 1940s and was a major figure in the war between North and South Vietnam in the 1960s. Ho Chi Minh devoted his life to the nationalism, which to promote the Vietnamese independence. Ho emphasized the revolutionary potential of the peasantry, and used communism as a device to bring the independence in Vietnam. In the sixteenth century, Europeans began visiting Vietnam. It was during the sixteenth century when Vietnam fell apart. In the late 1700s, In 1858 the French were seeking to expand their colonial empire, which the movement called French imperialism. When a prince of the defeated Nguyen clan, Nguyen Anh, turned to the French for support after the three Tay Son brothers from a wealthy merchant family brought the end to the Nguyen rulers, had set the scene for French intervention. Vietnam was divided into administrative regions- Tonkin, Annam and Cochinchina. For the next 60 years these three countries were known as French Indochina. The French conquest of Cochinchina was carried out by force but with considerable resistance from guerilla fighters. By 1868 France was undisputed master of Cochinchina. France viewed Vietnam as a land to be exploited. Under French control economic developments did occur. French rule meant supplying the mother country with products such as rice and rubber, There were some economic advances under French rule. At first Vietnam ran at a loss for the French. But early the 20th century Govenor General Doumer turned the colony into a profitable venture, he funneled taxes and customs duties through his treasury and brought the finances of all French business under central control. He also set up government monopolies for salt, alcohol and opium. Monopolies have no competition so they can charge whatever pries the market can stand, which made big money. However there were disastrous social...

Organization Questions on SAT Writing Tips and Tricks

Organization Questions on SAT Writing Tips and Tricks SAT / ACT Prep Online Guides and Tips The SAT Writing and Language section tests you on where to place sentences within a paragraph and where to place paragraphs within a passage. You may not know exactly how to approach these questions if you've never encountered these types of questions on other tests. Fortunately, organization questions aren't overly difficult if you know how to recognize and approach them. In this article, I'll do the following: Explain the different types of organization questions on SAT Writing Provide a step-by-step approach to answering each type of organization questions Offer tips to help you answer organization questions on the SAT. Organization Questions on SAT Writing Organization questions ask where a sentence or paragraph should be placed within a passage. To correctly answer organization questions, you must understand the passage to ensure that each sentence and paragraph is logically connected. Generally, there are about 2-3 organization questions on SAT Writing. How to Identify an Organization Question Being able to identify an organization question will help you figure it out efficiently. Luckily, organization questions are easy to spot. Bracketed numbers in front of the sentences in a paragraph signal an impending sentence order question: Similarly, numbers at the top of each paragraph signal a paragraph order question: If you see numbered sentences or paragraphs in a passage, you know that an organization question is coming. Cupcakes and organization questions come in different types.(Hungry Dudes/Flickr) The 2 Types of Organization Questions Here’s how most organization questions will be phrased. Type 1: Sentence Order Questions Most sentence order questions will look like this: Or you might see a question that looks like this: For both types of questions, you have to determine where the sentence should be placed within the passage. Type 2: Paragraph Order Questions This what paragraph order questions look like: Like sentence order questions, paragraph order questions are pretty straightforward. You just have to select where a paragraph should be placed to make the passage most logical. Step-By-Step Approach to Answering Sentence Order Questions I’ll go through the step-by-step process for how to answer a sentence order question. Take a look at this question from a passage about video game designers: #1: Determine What the Question is Asking Read these questions carefully so you know what to look for and how to go about answering the question. In this question, we have to determine where sentence 5 logically fits in the paragraph. #2: Go Through the Answer Choices Go through the answer choices to determine the best placement for the sentence. Let’s look at our options: A. Courses in psychology and human behavior help you develop emphatic collaboration skills, while courses in the humanities, such as in literature and film, should give you the background necessary to develop effective narrative structures. A designer also needs careful educational preparation. B. A designer also needs careful educational preparation. A basic understanding of computer programming is essential. C. Consider taking some general computer science courses as well as courses in artificial intelligence and graphics in order to increase your understanding of the technical challenges involved in developing a video game. A designer also needs careful educational preparation. D. DELETED from the paragraph If you need more information to determine if a sentence logically fits in the paragraph, you can skim the paragraph plugging in each answer choice. #3: Eliminate Wrong Choices The right choice should logically follow the sentence before and connect to the following sentence. Answer choice A doesn’t work. The sentence before discusses specific educational preparation a designer needs. Then, the following sentence says that a designer also needs educational preparation. That doesn’t make much logical sense. Similarly, in answer choice C, the first sentence mentions specific courses a designer should take, and the following sentence states that a designer also needs careful educational preparation. Therefore, we can eliminate choices A and C. #4: Review the Paragraph With Your Remaining Choices to Determine What’s Most Logical In answer choice B, the paragraph starts with the sentence that a designer also needs careful educational preparation. The rest of the paragraph is about the education that a designer needs to be successful. That sentence is a good introduction for the paragraph, and the rest of the paragraph makes logical sense. In answer choice D, the paragraph starts by claiming that a basic understanding of computer science is essential, but the paragraph is about all the different types of courses that a designer needs. Answer choice B would give the paragraph the best introduction and make it most logical. The correct answer is B. Step-By-Step Approach to Answering Paragraph Order Questions Sentence order questions are much more common, but you may encounter a paragraph order question on the SAT. You’ll go through a similar process to determine where a paragraph best fits in the passage. Take a look at this paragraph order question: #1: Determine What the Question Is Asking The question is straightforward. Where should paragraph 2 be placed to make the passage most logical? Also pay attention to the wording in the answer choices. We want to select which paragraph to place paragraph 2 AFTER. #2: Determine the Main Idea of the Paragraph Knowing the main idea of the paragraph will help you decide where the paragraph should fit in the passage. Let’s take a look at the paragraph in this question: Often, the main idea of the paragraph can be found in the first or second sentences. This paragraph is discussing the details of an extravagantly decorated living room from the era of French king Louis XV. In a passage, each paragraph should connect to the next; therefore, the main idea of one paragraph should logically connect to the main idea of the paragraph that follows. #3: Go Through the Answer Choices Use the main ideas of the other paragraphs and the general structure of the passage to determine if it would be logical to place paragraph 2 after a certain paragraph. Here are the main ideas of the paragraphs in the answer choices: A. Paragraph 1 is about the narrator’s favorite exhibit at the Art Institute of Chicago, which was one of its tiniest: the Thorne Miniature Rooms. B.Paragraph 3 provides a description of the exhibit, which features miniature rooms 1/12 their actual sizes. The rooms are from different regions and eras, from the 13th to the 20th centuries. C. Paragraph 4 opens by stating that the plainer rooms are not as well-furnished, and then describes one of these rooms. D. Paragraph 5 describes a couple of examples of the level of the detail of the furniture in these miniature rooms. It closes with a concluding statement that the narrator isn’t surprised by the level of detail given the exquisite craftsmanship he’s seen in this exhibit. #4: Eliminate Wrong Choices Remember that each paragraph should logically transition to the next paragraph. The original placement of paragraph 2 doesn’t make the most sense logically because it transitions from talking about ornately decorated rooms to a general overview of the exhibit in paragraph 3 to discussing the plainer rooms in paragraph 4. It makes more sense to have the paragraph about the ornate rooms right before the paragraph about the plainer rooms. Those two paragraphs are more logically connected. Therefore, we can get rid of answer choice A. Also, it wouldn’t make much sense to have paragraph 2 after paragraph 4, especially because there is no logical transition between paragraphs 3 and 4. Furthermore, paragraph 5 is the only paragraph that works as a conclusion and sums up the narrator’s fascination with the exhibit. It wouldn’t make sense to have a paragraph after that focusing on the details of a salon from the era of King Louis XV. We can get rid of choices A, C, and D. #5: Skim the Passage With the Answer Choice You Selected The right choice should logically follow the paragraph before and connect to the paragraph after. We’re left with answer choice B: paragraph 2 should be placed after paragraph 3. Paragraph 3 ends by stating that there are rooms from various eras; that logically transitions to the description of the ornate room from the era of King Louis XV. Also, paragraph 4 describes the plainer rooms; that paragraph logically follows the description of ornate rooms. The correct answer is B. 5 General Tips for Organization Questions Here are some important tips to follow for all organization questions. Read the Question and Answer Choices Carefully Make sure you know what the question is asking. Determine if it’s a sentence order or paragraph order question. Figure out what you should be looking for before you attempt to answer the question. Review All ofthe Answer Choices For organization questions, you need to look at the various options you’re given for where to place a sentence or paragraph. Try the various options to determine if all of the sentences or paragraphs would be logically connected. For paragraph order questions, identify the main ideas of the paragraphs. Eliminate Wrong Choices If an answer choice results in sentences or paragraphs that aren’t logically connected, eliminate that answer choice as an option. Wrong answer choices in sentence order questions will result in a paragraph that is confusing or doesn’t make logical sense. Wrong answer choices in paragraph order questions result in a passage in which the main idea of a paragraph doesn’t logically connect to surrounding paragraphs. Getting rid of obviously wrong answers will make your task of selecting the right answer easier. Make Sure That the Answer Choice You Pick Logically Follows What Comes Before and Connects to What Follows For all sentence and paragraph order questions, the correct answer has to make the most logical sense. Check the surrounding sentences or paragraphs to determine that everything is logical and coherent. Use Chronological Order for Help Sometimes, relying on chronological order can help you with organization questions. The first paragraph may describe an event from the beginning, and each following paragraph will describe the next thing that occurred. By paying attention to the sequence of events, you can organize the paragraphs correctly. Similarly, within a paragraph, identifying the order of events can help you organize the sentences. For example, you can't dry off before you get wet. If a sentence about drying off comes before a sentence about getting wet, you'll likely have to change the order of the sentences. What's Next? Organization questions are new to the SAT Writing section. Find out how else SAT Writing has changed. Transition questions are the most common on SAT Writing. Learn how to tackle these questions and improve your score. Finally, make sure you know the most important grammar rules for SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Over Representation of Learning-Disabled Students in the Public Research Paper

Over Representation of Learning-Disabled Students in the Public Education System - Research Paper Example The education of learning –disabled students is a big problem in many countries. The question of whether these students should be permitted to educate along with the normal students or in separate classes is a big question. Some psychologists and educationalists argue that learning-disabled students should be educated along with the normal students in order to avoid any feeling of discrimination. However, many others are of the view that separate classes are required for educating learning-disabled students properly since the educational methods used for the normal students may not be suitable for learning-disabled students. Because of the above contrasting views, the current public education system gives overrepresentation to the educational needs of the learning disabled students.   Overrepresentation of learning disabled students can result in the creation of stereotypes. Stereotyping is perceived as a big problem in contemporary society. â€Å"Stereotypes are generalizations, or assumptions that people make about the characteristics of all members of a group based on an image (often wrong) about what people in that group are like† (Inaccurate and Overly Hostile Stereotypes, 1998). Stereotyping or classification of people based on their peculiarities can create both positive and negative changes. It is easier to create stereotypes when there is a clear distinction between people which can be easily recognized. In the educational system, stereotyping may cause the destruction of the self-esteem of the students. Students always compare themselves with the peers. If they feel that they are some way inferior to others, their self-esteem may not develop properly. In fact, uniforms and other measures are implemented in schools in order to eliminate the possib ility of the creation of unwanted feelings in the minds of the students.

Elevator Pitch Essay Example | Topics and Well Written Essays - 500 words

Elevator Pitch - Essay Example itch is a communication tool presenting â€Å"an overview of a product, service, project, person, or other thing and is designed to get a conversation started† (O’Leary, par. 2). Chris O’Leary proffered the most important characteristics of an elevator pitch using Nine C’s, to wit: â€Å"(1) Concise, (2) Clear, (3) Compelling, (4) Credible, (5) Conceptual, (6) Concrete; (7) Customized, (8) Consistent, and (9) Conversational† (O’Leary, par. 6). As indicated, the purpose of an elevator pitch is to relay crucial information to the person one is talking to in a most effective manner using the limited time, typically spent in an elevator ride. In an article written by Pagliarini (2009), an elevator pitch must be designed to answer six particular questions: â€Å"(1) what is your product or service? (2) Who is your market? (3) How do you expect to make money? (4) Who is behind the company? (5) Who is your competition? And (6) What is your competitive advantage?† (Pagliarini, 2009, pars. 4 – 9). Further, Pagliarini averred that the elevator pitch must contain characteristics that catches the attention of the person one is talking to; should be very concise to comprise approximately 150 to 225 works; delivered with genuine passion and enthusiasm; and aiming to obtain a request in terms of networking through referrals (Pagliarini, 2009). In contemporary business and in an increasingly competitive environment, majority of professionals are always in such a hurry to go to one destination and transfer to another. As a consequence, communication tools, specifically designed to relay crucial information on business endeavors must be designed in a compact but holistic

A ball is dropped from affects the re-bounce of it Essay Example for Free

A ball is dropped from affects the re-bounce of it Essay Analysis:As the results and the graph attached overleaf shows, the line of best fit indicates that my prediction was correct, although due to experimental error it is not exact. However, as the end column displaying the percentage loses shows, although the percentage losses vary they are all around the same point. I think air resistance did have an affect and slow the ball down, this meant it was unable to pick up a lot of speed, meaning it didnt have much kinetic energy and what it did have was lost when it was still for a split second as it squashed; released more energy in the form of heat. Therefore the percentage loss increases near the end as the drop height increases. I think that my prediction about the percentage loss was right because the end column shows no big anomalies, which means that the ball was constantly losing the same amount of energy wherever I drop the ball. This indicates that the air resistance did not have as bid affect as I thought. Towards the end of my experiment, the graph shows a clear place where a factor influenced my results. The last three points are some what away form the trend of the rest; this could be because I had reached a point where terminal velocity concluded. I think this because they are significantly lower than the rest of the points. This leads me to believe that air resistance had an affect of the bounce height due to terminal velocity no longer being in control. These last results are anomalies as they do not follow the trend of the rest, and are notably away from the line of best fit. I would expect to get a result of approximately 22 when dropping from one metre; however I actually got about 21. 5. consequently, I believe Moreover, I expected that if I dropped it from 100cm it would be double that of the bounce from 50cm. This was incorrect, as 12. 3 x 2 does not equal 20. 407. I believe this was because in this case air resistance did have an affect, or the heat I expected to transfer from my hand did not, maybe due to it me doing the experiment in the middle of winter. On the other hand, in my prediction I stated that the bounce height would increase as the drop height increases, and the straight line defiantly shows this. In my opinion, at the end of the graph, the gradient increases causing a steeper end to the graph. This is probably because I did these heights at the end of the experiment, therefore the ball will have had time to warm up, causing the molecules inside to move around and make the outer edge of the ball harder, meaning it bounces higher. I believe that my graph does not have a very steep gradient due to that when I drop the ball higher; the friction against the air coincidently increased. I decided to draw my graph from the origin point, as that is the only point of the graph that is free of experimental error, as you cant drop a ball from nothing and expect it to bounce, as it has no GPE. Evaluation: Overall, I do not think this experiment was very reliable, as there were so many factors that were out of my control to manage. These were such things as the air temperature, the air resistance, heat, and the pressure inside the ball. The air temperature could have affected the activity of the molecules inside the ball, and brought into action the Kinetic theory. The kinetic theory is that of the molecules gaining more energy and exerting it on moving around, consequently colliding with each other and making the ball harder due to the increase in the pressure. This may have made the ball bounce harder as it got hotter through the experiment. Although I said pressure would be one of my controls, I did not take into account the pressure building up due to the heat transferred. Moreover, I could not control the air resistance, although this should have stayed constant, I cant be sure. If the air temperature increased through the experiment, maybe because of the body heat given off, it would mean that the air resistance increased. This is because the heat gives the molecules energy, so the ball would have to use more energy to push past them. This energy is then lost, and means that the ball does not have as much energy as it would if it were cooler. Furthermore, I think because we used our eyesight to determine the height of the re-bounce, this made our results even more unreliable. Yet, on-the-other-hand, I also think my results were as reliable as could I could get them. This is due to the limited time and equipment. For instance, because we used a clamp and stand to hold up the ruler, it made the results trustworthier than someone holding it up. Also, the only thing we varied was the height we dropped the ball, everything else was kept exactly the same, for example, the ball we used, and the surface we worked on. Whats more, I followed the procedure correctly and missed nothing out. I measured the height of the re-bounce from the bottom of the ball instead of the top, as when we dropped it the bottom was inline with the top of the ruler. Moreover, because I got an average, it reduced the affect of anomalous results, which meant my result are unlikely to be flawed due to me as the dropper. I do not think the way I measured the height was very accurate, as it depends on individual eyesight, and everyones level of eyesight is different. Although, they way I dropped the ball, and how we went about trying to record the closest measurement was accurate. This is because I used only my finger and thumb to hold the ball, this was to pass as little heat over as possible, and stop dropping the ball with an added force. I believe this worked, as on my graph there are no obvious anomalies, the line is not straight, but that is due to only a small bit of experimental error. If I repeated the experiment there would be lots of things that I would do differently. I would conduct the experiment on the floor instead of on the bench, as maybe the increase G. P. E on the bench influenced my results. Also, I would find some way of controlling the air temperature, and the air resistance, although this would have to be done outside of the lab. I think that the temperature and the air resistance did have an effect on my results as the percentage of energy lost increased as I dropped the ball from higher positions. Moreover, I would find a way to measure the level of the re-bounce that would be more dependable than using my own eyesight. This is because, as I have said, eyesight is not consistent as things such as the light intensity, which may affect the recording of the results, can influence it. Furthermore, I would increase my drop heights to 200cm, as I think if I carried on longer, my graph would show a definite point where terminal velocity came into action, and also that that graph would perhaps increase its gradient as the ball got hotter through the experiment. This would be useful as it would mean my results could be analysed further and draw a conclusion more valid. Although, if I did do the investigation again, I would keep the squash ball in my experiments. I believe it gave reliable results subject to the terms and conditions that applied freely. Also, I would use the same unit of measurements, as they showed the results clearly and were more appropriate than other methods. I could repeat the experiment under converse conditions by for instance changing the surface, or the air temperature. I could also vary the ball I used, as this would allow me to compare different bounce heights from the same drop height. This would mean I could calculate the efficiency of the balls I used. Whats more I could change how I measure the height it bounces back, or actually what I measure. I could measure the efficiency of the ball, and how the height I drop it from affects the amount of energy is lost.