Tag: Music

Music

Posted on | by admin3

 

Being a good listener is important no matter what path in life you take. One of the best ways to “study” music is by repeated listening. You probably have a favorite book, movie, or song you like to listen to over and over again. When you repeat that activity you are able to pick up on something you might have missed the first time. It is through repeated encounters that we gain familiarity and appreciation.

How to listen

1st time: Actively listen to the piece. Be Still and Be Quiet, No distractions!

2nd time: Listen and follow along with the provided listening guide from the module.

Next: Think about questions in your journal entry from what you have just heard

3rd time: Listen and fill out the entry form below while listening and reflecting.

Rules and Requirements for Journal

1. You will need to fill out 5 separate journal entries from the list below. (Blank Journal Entry Form)

Focus Compositions of the Renaissance 5 must be from the Focus compositions or listening guides in this module. 2 pieces must be from the sacred music list and 2 from the secular music list,
Sacred MuicLinks to an external site.
Ave Maria…Virgo Serena, by Josquin des PrezLinks to an external site.
Kyrie from “Missa Papae Marcelli” (Pope Marcellus Mass), by Giovanni Pieruigi da Palestrina Links to an external site.
A Mighty Fortress Is Our God,” by Martin LutherLinks to an external site.
“Sing Joyfully Unto God,” by William ByrdLinks to an external site.
Secular Music
“Fair Phyllis” by John Farmer
“As Vesta Was From Latmos Hill Descending,” by Thomas WeelkesLinks to an external site.
“Kemp’s Jig,” Anonymous danceLinks to an external site.
B. Journal Entry: In each Journal entry fill out the following information

Composer:
Composition:
Time Period:
Genre:
Purpose of the piece or what is the piece about:
Reflection: Answer 3 reflection prompts from “C” below.
C. Answer at least 3 of the reflection prompts. Back up your reflection using musical terms and examples. Reflect. Points will be taken off if you just answer the question in a bullet point without explaining or examples of what led you to your answer. This will be at least 3 sentences per prompt.

What is the main message or mood of this music, based on your listening experience?
Which music aspects work together to provide the message you heard?
What changes seem to happen as the music moves forward? In these changes, what things do you notice about the message of the music?
Do any of the changing music elements add to the emotion you feel in this music or the message, mood, idea, or storyline?
Does the music remind you of anything? Back up with examples

Music

Posted on | by Brian Leakey | Leave a Comment on Music

 

Being a good listener is important no matter what path in life you take. One of the best ways to “study” music is by repeated listening. You probably have a favorite book, movie, or song you like to listen to over and over again. When you repeat that activity you are able to pick up on something you might have missed the first time. It is through repeated encounters that we gain familiarity and appreciation.

How to listen

1st time: Actively listen to the piece. Be Still and Be Quiet, No distractions!

2nd time: Listen and follow along with the provided listening guide from the module.

Next: Think about questions in your journal entry from what you have just heard

3rd time: Listen and fill out the entry form below while listening and reflecting.

Rules and Requirements for Journal

1. You will need to fill out 5 separate journal entries from the list below. (Blank Journal Entry Form)

Focus Compositions of the Renaissance 5 must be from the Focus compositions or listening guides in this module. 2 pieces must be from the sacred music list and 2 from the secular music list,
Sacred MuicLinks to an external site.
Ave Maria…Virgo Serena, by Josquin des PrezLinks to an external site.
Kyrie from “Missa Papae Marcelli” (Pope Marcellus Mass), by Giovanni Pieruigi da Palestrina Links to an external site.
A Mighty Fortress Is Our God,” by Martin LutherLinks to an external site.
“Sing Joyfully Unto God,” by William ByrdLinks to an external site.
Secular Music
“Fair Phyllis” by John Farmer
“As Vesta Was From Latmos Hill Descending,” by Thomas WeelkesLinks to an external site.
“Kemp’s Jig,” Anonymous danceLinks to an external site.
B. Journal Entry: In each Journal entry fill out the following information

Composer:
Composition:
Time Period:
Genre:
Purpose of the piece or what is the piece about:
Reflection: Answer 3 reflection prompts from “C” below.
C. Answer at least 3 of the reflection prompts. Back up your reflection using musical terms and examples. Reflect. Points will be taken off if you just answer the question in a bullet point without explaining or examples of what led you to your answer. This will be at least 3 sentences per prompt.

What is the main message or mood of this music, based on your listening experience?
Which music aspects work together to provide the message you heard?
What changes seem to happen as the music moves forward? In these changes, what things do you notice about the message of the music?
Do any of the changing music elements add to the emotion you feel in this music or the message, mood, idea, or storyline?
Does the music remind you of anything? Back up with examples

Music

Posted on | by Brian Leakey | Leave a Comment on Music

 

Being a good listener is important no matter what path in life you take. One of the best ways to “study” music is by repeated listening. You probably have a favorite book, movie, or song you like to listen to over and over again. When you repeat that activity you are able to pick up on something you might have missed the first time. It is through repeated encounters that we gain familiarity and appreciation.

How to listen

1st time: Actively listen to the piece. Be Still and Be Quiet, No distractions!

2nd time: Listen and follow along with the provided listening guide from the module.

Next: Think about questions in your journal entry from what you have just heard

3rd time: Listen and fill out the entry form below while listening and reflecting.

Rules and Requirements for Journal

1. You will need to fill out 5 separate journal entries from the list below. (Blank Journal Entry Form)

Focus Compositions of the Renaissance 5 must be from the Focus compositions or listening guides in this module. 2 pieces must be from the sacred music list and 2 from the secular music list,
Sacred MuicLinks to an external site.
Ave Maria…Virgo Serena, by Josquin des PrezLinks to an external site.
Kyrie from “Missa Papae Marcelli” (Pope Marcellus Mass), by Giovanni Pieruigi da Palestrina Links to an external site.
A Mighty Fortress Is Our God,” by Martin LutherLinks to an external site.
“Sing Joyfully Unto God,” by William ByrdLinks to an external site.
Secular Music
“Fair Phyllis” by John Farmer
“As Vesta Was From Latmos Hill Descending,” by Thomas WeelkesLinks to an external site.
“Kemp’s Jig,” Anonymous danceLinks to an external site.
B. Journal Entry: In each Journal entry fill out the following information

Composer:
Composition:
Time Period:
Genre:
Purpose of the piece or what is the piece about:
Reflection: Answer 3 reflection prompts from “C” below.
C. Answer at least 3 of the reflection prompts. Back up your reflection using musical terms and examples. Reflect. Points will be taken off if you just answer the question in a bullet point without explaining or examples of what led you to your answer. This will be at least 3 sentences per prompt.

What is the main message or mood of this music, based on your listening experience?
Which music aspects work together to provide the message you heard?
What changes seem to happen as the music moves forward? In these changes, what things do you notice about the message of the music?
Do any of the changing music elements add to the emotion you feel in this music or the message, mood, idea, or storyline?
Does the music remind you of anything? Back up with examples

Internet shopping sites (clothing, shoes, books, music, or others)

Posted on | by admin3

The system analysis and design project must be realistic and it will be done using techniques covered in this course.
The project requires students to perform three phases: (a) requirements analysis, (b) system and database design, and (c) a project plan. Note that in the phase 3, students are required to use the MS Project software for their project schedule.
Phase 1: Requirement analysis
A. Problem definition
B. Issues
C. Objectives
D. Requirements
E. Constraints
F. Description of the proposed system
G. Logical model design
1. Data flow diagrams
• Context diagram
• Diagram 0
o Diagram 1 (Diagram 1 is optional)
• Descriptions of processes in each diagram
2. Descriptions of outputs/inputs/performance/security or controls
H. Specific requirements, if any (interface, operational, resource, performance, etc.)
Phase 2: System and database design
A. User interface
Design an overall user interface consisting of screens, commands, controls, and features to
enable users to use the system.
1. How data will be input to the system?
• The physical layout for each input
• The input design and procedures
2. How data will be output from the system?
• The physical layout for each output
• The output design and procedures
B. Data design
Develop a plan for data organization, storage, updating, and retrieval.
1. Database design
• Database tables with their attributes should be presented
• Primary key(s) should be identified in each table, if any
• Three steps of normalization should be included.
2. Entity-relationship diagrams
3. Data file storage and access
C. System architecture
Determine the architecture of the system as Web-based interface, client/server architecture,
Internet/Intranet interface, network configuration, etc.
Phase 3: Project plan
A list of tasks or activities needed for implementing the proposed system
Estimating completion time and costs
A project schedule for performing those activities (Gantt charts or PERT charts)

 

Music

Posted on | by Brian Leakey

Watch the video for general insight for this paper: (1) Identify and send me a link (YouTube, Spotify, etc.) for a song that you think exemplifies each of the following steps. If you were to play this in a workplace, would it have the effect of one of these steps emotionally on listeners (understanding that different people can react to the same music in different ways)? (a) It is Us vs Them (b) It is important to follow rules (c) You should treat others as you would l​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ike to be treated (d) What we are experiencing right now (in this music) is as good as it gets (e) What we are experiencing right now (in this music) is something that we can apply in other walks of life (f) What we are experiencing right now (in this music) connects us with something that is transcendent (g) I can move among these different states of mind (2) Then write one or two paragraphs on each of these seven points that explain why you believe the music will have this intend​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ed effect.

Rhymes, Music, and Poetry

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Home and Classroom Activity Examples

 

Phonological awareness in preschoolers is often cited as the single best predictor of later reading success. These skills include the ability to rhyme, discriminate syllables, and manipulate phonemes (add, delete, substitute and blend individual sounds). Review the three sample home/classroom activities located in the Readings and Resources section. As you review them, note the multi-sensory nature of these devices and the ability to tap into various learning styles, as well as, the opportunities for repetition, predictability, and mastery of the targeted phonological skill. Now create your own! For this discussion, provide three home or classroom activities targeting each of the following skills:

Rhyming
Syllables
Alliteration
You might want to mention a favorite children’s book. If you are a Child Studies major perhaps refer to a lesson plan you have seen in your own practicum. If you are a Psychology major you may want to visit a popular website like Pinterest or Scholastic for ideas. Be creative!