Western classical music in modern society an Example of the Topic Arts Essays by

Western classical music in modern society Music has constantly evolved from ancient times to the present era and it represents cultures of both ancient civilizations and modern society. The music that modern society enjoys now is music that is a conglomeration of many kinds of music influencing current forms. However, one kind of music has barely changed over the years and is still performed much the same way now as it was hundreds of years ago; this is classical music. In the Western World, classical music was lauded for its elegance and quality, as well as its complex musical characteristics. Aside from the way it was performed and the instruments used, there is little or no change at all to this kind of music. Need essay sample on "Western classical music in modern society" topic? We will write a custom essay sample specifically for you Proceed College Students Frequently Tell EssayLab professionals: Who wants to write assignment for me? Professional writers advise: Here Is Your Life Vest! The most important elements of Western Classical Music are perfection of form structure, the humanitarian continence and aesthetic ideals. (Telenet) It has basic qualities that are common with all kinds of western classical music; these include, an aesthetically chosen pre-designed sequence of sounds, an ascending pattern, a sound scale consisting on the average of 8 sounds, give and take, dependence on the rules of harmony or polyphony, an absence of pre-designed traditional motifs for a chosen scale or tonality, a beginning that is based on a pitch pre-fixed by Western standards, basis on a written score with little or no improvisation from the performer, and a score that is written according to the Western International Sol-fa system which is the same for all Western Countries. (Telenet) In terms of performance, Western Classical music can be performed by a soloist or a full orchestra with the addition of one other member in big performance to harmonize other musicians, and this i s the conductor. Performance of Western Classical music in this modern age has change barely through the years mainly because of the constant tonal qualities of western classical music. The first note of every performance is never changed and so when pitch changes are needed; it is only the scale that varies but never the initial note. This has much to do with how western classical music is performed. This basically means that the music that was played by Benjamin Britten, Aaron Copland & Dmitri Shostakovich during their times is almost the same as the classical music performed today and like earlier periods, western classical music is never performed extempore because days or even months of preparation go into a single performance. The most distinct changes to classical western music performance in modern society have to do with its delivery, its influences, and its use. Now, there are more modern auditoriums and top-of the line instruments that deliver sound qualities that were unprecedented during early periods. Performers now are more at ease in performing in fully-air conditioned, sound insulated auditoriums. Unlike the earlier years of western classical music, with this kind of music being considered as elite, performers had to endure the heat of the auditoriums in their physically restraining uniforms or costumes. Nowadays, this is something that musicians no longer have to deal with, and instead only have to focus on playing their music perfectly. In terms of the kind of music performed, by the middle of the 20th century, melody had resurfaced as a centerpiece of modern works with an increased emphasis on rhythm; influenced in part by other popular genre such as jazz and pop music. (TCPClassical) This is due partly to the reality that emerging musical personalities assume that classical music may be modified according the changes in the modern society. Publishers and conductors routinely bastardize the scores of Mozart, Beethoven, and other titans, conforming them to their own allegedly superior musical understanding or to the narrow taste of the public. (MacDonald) This results to the corruption of Western Classical Music in terms of performance. However, despite such moves by modern musicians, western classical music has remained intact. In fact, in the middle of the twentieth century certain conductors and musicians felt a need to recreate western classical music as it truly was and they traded their steel-stringed modern instruments for the more primitive baroque style instruments and studied the original music sheets of the masters, which resulted to a more emotionally charged performance. This simply shows that western classical music, albeit changed significantly by many modern miracles, is still actually better performed in the ways it used to be performed. With the advent of modern technology, western classical music also found newer and more practical uses aside from just its performance quality. While classical music became more elite, the advent of recordings, radio and television gave classical music a new niche; the insatiable demand for music needed for new media, and film music in particular required much original music and recruited composers educated in the classical traditions. (Mfiles) This meant that despite creation of new and more original music, the classical basis of performance still remains. Aside from this need for classically oriented composers, evangelical music as well as the presence of millions of audiences still impassioned with the melodies of Western Classical Music has ensured the vibrant existence and evolution of this particular art form which may well go onward into the new millennium not as corrupted western classical music but as the kind of music that the masters created and still lives on today. Works Cited MacDonald, Heather. "Classical Musics New Golden Age." City Journal. N.p., 2009. Mfiles, . "Music Periods." Mfiles.com. N.p., 2009. TCPClassical, . "Periods in Western Classical Music." TCPClassical.com. N.p., 3 Dec. 2008. Telenet, . "Classical Western Music." Telenet.com. N.p., 2006.

Spring Break Guide for College Students

Spring Break Guide for College Students Spring break- that last little bit of time off before the end of the academic year. Its something everyone looks forward to because its one of the few times in college you truly get a break from the grind. At the same time, a week goes by fast, and you dont want to head back to class feeling youve wasted your free time. No matter what year you are in school, your budget or your vacation style, here are several ideas for what you can do to make the most out of your spring break. 1. Go Home If you go to school away from home, taking a trip back can be a nice change of pace from college life. And if youre one of those students who isnt great at setting aside time to call Mom and Dad or keeping up with friends at home, this is a great opportunity to make up for it. This can be one of your most affordable options, too, if youre trying to save money. 2. Volunteer See if any service-oriented campus organizations are putting together a volunteer-based spring break trip. Service trips like that offer a great opportunity to see a different part of the country (or the world) while helping others. If youre not interested in traveling far or cant afford a trip, ask organizations in your hometown if they could use a volunteer for a week. 3. Stay on Campus Whether you live really far away or youre just dont want to pack up for a week, you may be able to stay on campus during spring break. (Check your schools policies.) With most people gone on break, you can enjoy a quieter campus, rest up, catch up on school work or explore parts of town youve never had time to visit. 4. Revisit Your Hobbies Is there something you enjoy doing that you havent been able to continue doing at school? Drawing, wall climbing, creative writing, cooking, crafting, playing video games, playing music- whatever it is you love to do, make some time for it during spring break. 5. Take a Road Trip You dont have to drive across the country, but think about loading up your car with snacks and a couple of friends and hitting the road. You could check out some local tourist attractions, visit state or national parks or do a tour of your friends hometowns. 6. Visit a Friend If your spring breaks line up, plan to spend time with a friend who doesnt go to school with you. If your breaks dont fall at the same time, see if you can spend a few days where they live or at their school so you can catch up. 7. Do Something You Dont Get to Do at School What dont you have time for because of the busyness of class and extracurricular activities? Going to the movies? Camping? Reading for fun? Make time for one or more of those things you love to do. 8. Go on a Group Vacation This is the quintessential spring break. Get together with a bunch of your friends or classmates and plan a big trip. These vacations can cost more than many other spring break options, so do your best to plan in advance so you can save up. Ideally youll be able to save a lot by carpooling and sharing lodging. 9. Take a Family Trip When was the last time your family took a vacation together? If youd like to spend more time with your family, propose a vacation during your spring break. 10. Make Some Extra Cash You probably cant find a new job for just a week, but if you had a summer job or worked in high school, ask your employer if they could use some help while youre home. You could also ask your parents if theres any extra work at their jobs that you could help with. 11. Job Hunt Whether you need a summer gig, want an internship or are looking for your first post-grad job, spring break is a great time to focus on your job hunt. If youre applying to or attending grad school in the fall, spring break is a good time to prepare. 12. Catch Up on Assignments It may feel like youll never make up the work if youve fallen behind in class, but you might be able to catch up during spring break. Set goals for how much time you want to dedicate to studying, so you dont get to the end of break and realize youre farther behind than you were before. 13. Relax The demands of college will intensify after you get back from break, so make sure youre ready to face them. Get plenty of sleep, eat well, spend time outside, listen to music- do whatever you can to make sure you get back to school refreshed.

Word Choice Its vs. Its - Proofread My Papers Academic Blog

Word Choice Its vs. Its - Proofread My Papers Academic Blog Word Choice: Its vs. Its Apostrophes have a bad habit of turning up in unexpected places. Confusion between â€Å"its† and â€Å"its,† for example, is so common that, as proofreaders, we pretty much consider it our nemesis. Worry not, though! We’ve prepared this simple guide to using â€Å"its† and â€Å"it’s† correctly, so read on and you’ll soon be equipped to join our crusade against this common grammatical error. Why the Problem Occurs â€Å"Its† and â€Å"it’s† are so frequently confused because there are two situations in which we typically add an apostrophe to a word: To indicate possession (e.g., the windshield on a car is the â€Å"car’s windshield†) To indicate omitted letters in a contraction (e.g., â€Å"do not† becomes â€Å"don’t†) It would therefore make sense for something belonging to an â€Å"it† to be indicated by adding an apostrophe + â€Å"s† to the word, but in practice we only use an apostrophe for the contraction â€Å"it’s.† Why? And how do you remember this distinction? Let us explain. Its (Possessive Pronoun) The term â€Å"its† is used when referring to something owned or belonging to an â€Å"it† (typically an object or animal): With its smashed windows and chipped paintwork, the car was a wreck. Just dont ask us what we were doing when we wrecked it. [Photo: Thomas R Machnitzki]â€Å"Its† doesn’t require an apostrophe because it is a possessive pronoun, like â€Å"his,† â€Å"her† or â€Å"your† (none of which require an apostrophe to indicate possession). It’s (Contraction) â€Å"Its† is a contraction, a shortened version of two separate words with letters omitted. To be specific, â€Å"it’s† combines â€Å"it† with either â€Å"is† or â€Å"has† depending on the tense used: It is finally time! = It’s finally time! It has been a long wait! = It’s been a long wait! Like any other contraction, you must use an apostrophe to show that two words have been combined when writing â€Å"it’s.† Its or It’s? The distinction between these terms is vital for clarity, so it’s definitely worth taking a moment to remember how they should be used. Thankfully, the difference is a fairly simple one: Its = Possession Its = Contraction (either it is or it has) Thus, if you’re writing about something that belongs to an â€Å"it,† the correct term will always be â€Å"its.† Likewise, if you’re using â€Å"it’s† as a shortened version of â€Å"it is† or â€Å"it has,† you’ll always need an apostrophe. It’s also worth remembering that contractions are generally considered inappropriate in formal writing, so you should avoid terms like â€Å"its† in your college work and write â€Å"it is† in full instead.

Priori Theory Criminal Justice Research Design Coursework

Priori Theory Criminal Justice Research Design - Coursework Example The most used method of data collection is the research interview, but can also include observation or group discussions, as well as use of pictures and texts (Cresswell, 2009).. This type of research categorizes various data into different patterns for reporting results. The researcher typically relies on various information gathering methods such as: Participant and non-participant observations, field notes, unstructured interview, documents analysis as well as structured and semi-structured interview. The data obtained is then streamlined to definite patterns or themes. Thereafter what follows is the formulation of the alternative hypothesis which forms the research statement basis (Cresswell, 2009).. In data analysis, observer impression is commonly used. In observer impression, an expert examines and interprets the data by forming an impression then reports it in a quantitative and structured form. Coding organizes data and introduces some interpretations into quantitative methods. Some data that are highly structured like close-end response and interview questions that are tightly defined are coded without any additional segments of contents. In this case, the codes are applied on top of these data as layers (Cresswell, 2009).. Recursive abstraction is often employed whenever analysis is done without coding. Here, summary after summary of the datasets is done, producing a summary that is more compact which can not be easily arrived at without the previous steps. The weakness of recursive abstraction is that; should the initial summaries be poor or inadequate, then the final report yielded may be inaccurate (Cresswell, 2009). In summary, qualitative method of research investigates why and how a decision is made. In conventional view, a qualitative method produces information on the particular cases that are studied only, and any additional conclusion is only an informed assertion. Quantitative methods are then used to seek support for these research

Term Paper Essay Example | Topics and Well Written Essays - 1000 words

Term Paper - Essay Example Here, we are talking about US. It is said that GDP grows with time. This is because of the reason that the needs of a country are rising day by day due to an increase in the population. Therefore, it becomes necessary to fulfill those needs, and manufacture products and offer services so that the lives of people are made better. Obviously, there has to be a specific number of people working to undergo this process and they would be paid as well. The overall demand would be met and supply would be increased. The bigger picture would then show that the gross domestic product would definitely increase. It is clearly understood from the above process that when GDP grows, the unemployment rate falls. The reason is that more people would be hired to fulfill a country’s needs and those employees would be paid for their services in the end. It can be said that both these factors, GDP and unemployment rate, are indirectly related to each; when one rises, the other falls. If we look at the World Bank data and make some cross country comparisons, we can better understand how US has been performing when these three major macroeconomic factors are concerned. According to the data presented in 2009, if the whole world’s GDP is taken to be 100 percent, then out of that US takes the second place after Europe. Europe has 22 percent of the GDP’s proportion while US 20 percent of it. (Suranovic, 2013) Similarly, if we look at the unemployment and inflation rates then US has 10 percent unemployment while Europe has 9.8 percent. The inflation rates for both of the countries are positive but relatively stable. Europe has 0.5 percent inflation rate while US has 1.8 percent till year 2009. It is said about the inflation rate that if they are too high, the situation can have bad impacts on the economy while if they are too low, the situation can deflate the economy. Moreover, if the unemployment rates are too low they will create problems as well. The aggregate

Causes and Effects of the French Revolution :: European Europe History

Causes and Effects of the French Revolution Revolution? The major cause of the French Revolution was the disputes between the different types of social classes in French society. The French Revolution of 1789-1799 was one of the most important events in the history of the world. The Revolution led to many changes in France, which at the time of the Revolution, was the most powerful state in Europe. The Revolution led to the development of new political forces such as democracy and nationalism. It questioned the authority of kings, priests, and nobles. The Revolution also gave new meanings and new ideas to the political ideas of the people. The French Revolution was spread over the ten year period between 1789 and 1799. The primary cause of the revolution was the disputes over the peoples' differing ideas of reform. Before the beginning of the Revolution, only moderate reforms were wanted by the people. An example of why they wanted this was because of king Louis XIV's actions. At the end of the seventeenth century, King Louis XIV's wars began decreasing the royal finances dramatically. This worsened during the eighteenth century. The use of the money by Louis XIV angered the people and they wanted a new system of government. The writings of the philosophes such as Voltaire and Diderot, were critical of the government. They said that not one official in power was corrupt, but that the whole system of government needed some change. Eventually, when the royal finances were expended in the 1780's, there began a time of greater criticism. This sparked the peasants notion of wanting change. Under the Old Regime in France, the king was the absolute monarch. Louis XIV had centralized power in the royal bureaucracy, the government departments which administered his policies. Together, Louis XIV and the bureaucracy worked to preserve royal authority and to maintain the social structure of the Old Regime. At this time in French history, the social classes played an important role in the lives of the people. The social structure of France was divided among three groups: the First Estate, the Second Estate, and the Third Estate. Each social group had a varied type of people within their structure, which presented the different views of the people. The First Estate was the Church. During the ancien regime, the church was equal in terms of its social, economic, and spiritual power. The First Estate owned nearly 10 per cent of all land in France.

Perspectives on play: learning for life Essay

This paper illustrates in detail how learning can be achieved through play. Depth research has been carried out on the correlation between play and its positive benefits on early childhood learning, growth and development. Through this research it has been established that there is a positive connection between creative language and play and the social development of a child. Play has emotional benefits on a child such as enjoyment, relaxation, and fun, love of life, tension reduction and self expression. Developmental benefits of play include cognitive development where imagination, creativity, problem solving, mastery of concepts and perspective taking improves. Socially the child grows which can be seen through co-operation, sharing, turn-taking, and conflict resolution and leadership skills development. The language of the kid also develops that is in terms of communication skills, vocabulary and narration (Brock 2009 p.6-7) In this issue to bring out the details pretty clear, sharp in-depth look at two chapters has been done, the first chapter being; Authoring books, plays and identities in writing workshops. Key practice: Approximated writing. The first chapter also involves the sub-topic; discourse of creative expression (Gordon 2009 p.23). The second chapter to look at is the: Toy as Identity texts, children as consumers and players. The first chapter mostly handles introduction to writing where kids are taken through a workshop where they mainly engage in writing. The climax of it is when the kid finally authors a book and has a chance to sit on the authors chair and read the book to the class and to be admired and questioned at the end of the writing workshop. The rationale behind choosing this chapter on developing writing is that written communication is a very key skill in life and everyone should have it as a priority developing the skill and becoming an expert in communicating really well thro ugh writing. It is thus a privilege and great pleasure learning how a kid or an individual at large develops this skill and also to reflect and see how probably people did begin at it or ought to begin (Gordon 2009 p.25) Approximated writing is the key arguments in this chapter which symbolizes or represents a range of ways in which children can deliberate within their inner self between their personally invented forms of language understanding and the culturally determined rules for language. Approximated writing is close to the real writing language which embraces errors, incorrect spellings. It is used by children to formulate meaningful messages through their use of their emerging mastery of the language. In the writing workshop the kids initiated their own writing projects and as they wrote they designed and illustrated images and prints for puppet plays, pages for kids-printed books, cards to relatives and friends, storyboards and journals. Graphophonic conventions such as using alphabetic symbols like â€Å"tuk† to represent the word took, putting bigger spaces between words, placing marks on words and organizing them in a pattern are very much use in this case. Authoring in the worksho p happened when the kids wrote, drew, told and dramatized the texts they had written down. Finally in regard to authoring the kids connected texts for the kids-produced books that they presented to the others through reading aloud from the author`s chair or even short plays that were acted for the class and videotaped (Marzollo 2011 p.39-40) A number of realizations came from these workshops or activity that was centered on kid’s literacy. The first one being that children are capable writers who are able to actively create and co-create meaning and such activities can be very instrumental in bringing out their literacy proficiency this is so because it is in such that they are challenged to explore all genres of written communication and also get a chance to freely air their ideas through their conversations and writings (Elkind, 2009; p.46). The idea of getting a chance to sit on the author`s chair, present the book to the class, to be questioned and admired at the end of the writing workshop motivated the kids to really come up with a well-illustrated book. Discourse of creative expression also happens in the conference where free expression of ideas and feelings in the workshop through routine or regular practices is done. The children are always encouraged to share their opinions with their peers and anything they feel the need to air during the workshop. This discourse of creative expression empowers autonomy in writing decisions during the workshop and clearly refers to the kids as a writer mostly because they have written their own creations (Guinagh 2009 p.32). The above situation is really different from a school situation which cannot really be called free expression because the kid is directed, monitored and controlled by the teacher on what to write about. The children also have the permission during the workshop to abandon the projects they were working on at their own discretion without permission from the teacher. In the case of a child also consulting with other children in the case of seeking their assistance and opinions also decides to change their projects and ignore the one they were doing or make revisions on it is still quite appropriate. The methodology used in this chapter or writing workshop to teach the children how to write is something really great and enjoyable both for them and their instructor. The different number of plays that are used to teach them how to write and encourage them to pursue understanding the genres of written communication are very appropriate for them both for their easier understanding and to make it really interesting to the children without boredom at all. Learning writing is presented in a very simplified way that makes the child to want to do it again and again. The above writing activity or workshop further proves the point that learning happens very effectively through play (Silberg 2009 p.23). In the second chapter close attention is paid to the chapter on Toy as Identity texts, children as consumers and players. First it is good to state that the rationale behind picking this chapter as the second one to look at to anyone it would mostly be out of curiosity to know and understand the following questions: The reason why kids and toys are almost inseparable? How comes that children want to spend as much as possible time with their toys, which is the language that really exist if any between toys and kids? Dolls in line with toys are texts designed specifically to enable the children to recognise with ease the manner in which it can be used in a play. They are associated with popular children animated films and also television programs which encourage children to play certain character roles and familiar scripts. These toys act as texts calling forth for â€Å"possible worlds† which brings about certain character roles, dialogue and stories (Silberg 2009 p.31) Dolls i n a way are used to communicate identity and expectations in and from the society, for example the text or identity of a â€Å"cool girl† is communicated through the doll`s features such as its hairstyle, clothing and makeup. Popular dolls communicate complex such as concerning taste, social status, culture, roles and position in society and taste. This complex message requires the reader in this case the children to coordinate these messages and understand them (Tizard 2010 p. 55) The methodology of using toys and dolls to communicate certain texts to the children and ensure that they learn something sounds quite funny. It is after pondering about this manner of using play to teach or facilitate learning to the very young ones that a person will come to the conclusion that it is one of the most amazing ways of learning through play which is really an awesome method. Kids are in a position to learn so much through toys and dolls without even their knowledge that they are learning and this knowledge sticks in their minds for the rest of their lives. As a wrap up this paper has made it clear through the above examples how learning is done through play. Therefore one would comfortably conclude that it is a matter of fact that children learn through play and exposure to plays enable them to develop their intellectual, social and emotional skills. Plays should thus be a part and parcel of a child`s life so that the child may grow and develop holistically failure to which the development of the child will be hindered (Wood 2013 p.5). More and more learning and play ought to be embraced and others developed so as to ease learning especially amongst children who are easily bored and has low concentration ability and retention capacity of what they learn. The importance and value of learning through play can therefore not be underestimated. References Brock, A. (2009). Perspectives on play: learning for life. Harlow, England: Pearson/Longman. Elkind, D. (2009). The power of play: learning what comes naturally. Cambridge, Mass.: Da Capo Lifelong ;. Gordon, I. J., Guinagh, B., & Jester, R. E. (2009). Child learning through child play; learning activities for two and three year olds. New York: St. Martin’s Press. Marzollo, J., & Lloyd, J. (2011). Learning through play ([1st ed.). New York: Harper & Row. Silberg, J. (2009). Learning games: exploring the senses through play. Beltsville, Md.: Gryphon House. Tizard, B., & Hughes, M. (2010). Young children learning (2nd ed.). Malden, MA: Blackwell Pub.. Tizard, B., & Hughes, M. (2010). Young children learning (2nd ed.). Malden, MA: Blackwell Pub.. Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London: SAGE. Source document