imagine a world without music? Studies conducted by the National Conference of State Legislatures show that public schools across the country are cutting back on music classes in an attempt to save money. Worse‚ some schools have never had music programs to begin with. But without these fundamental programs‚ students’ academic growth and emotional well-being could suffer‚ and our understanding of the universal language of music could become a thing of the past. To prevent this‚ music classes should be
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Books and Music How do books and music influence our life today? I decided to compare and contrast the differences and similarity’s of books and music. They both influence our life today in more ways then I think most people know. They are great things that are very helpful in life. Books are written to tell a story in depth and with a lot of detail‚ telling everything that happens when‚ where‚ and why‚ but with a longer time. They take time to understand whats going on and what
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In music‚ homophony (pron.: /hɵˈmɒfəni/; Greek: ὁμόφωνος‚ homóphōnos‚ from ὁμός‚ homós‚ "same" and φωνή‚phōnē‚ "sound‚ tone") is a texture in which two or more parts move together in harmony‚ the relationship between them creating chords. This is distinct from polyphony‚ in which parts move with rhythmic independence‚ and monophony‚ in which all parts (if there are multiple parts) move in parallel rhythm and pitch. A homophonic texture is alsohomorhythmic[1] (or uses a "very similar rhythm").[2] However
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Elizabethan Music Era The Elizabethan Period of Music was the time of. The uses for music were endless! Music played an important part in displaying mood and tone for transitioning from one scene to the next in the theatre. Music lifted spirits and hearts to contribute the inspiration of people to make something more out of what they had. The definition of music is sound organized in time. This includes all of the dynamic contrast as well as decisions on note length and articulation. Music is
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Inter American University of Puerto Rico Metropolitan Campus Humanistic Studies Faculty Unit I: Art‚ Music and Religion GEPE 2020 – Humanistic Studies Miłosz Mariusz Jacko‚ Ph.D. Prudence C Reid – M00429065 12/10/2013 ART What is art? According to the Merriam Webster Dictionary; “something that is created with the imagination and skill and that is beautiful or that expresses feelings.” We make art because there is something inside the creative person
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cultural history of an instrument. A. Music has their own history and background that can further your appreciation of other cultures. 1. Learn a variety of music types such as classical traditions‚ folk music and other genres 2. Certain musical instruments have represented the identity of community such as gambus. B. Care about the remain of ancestors such as classical music so that it will not disappear by the lapse of the time. 1. Expose the younger generation on to classical music. 2. Campaign
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catharsis and music has been noted already by Aristotle as he observed the impact of music on affecting differently to
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Eric Estrada Mrs. Gourde English 1 27 March 2016 Music in the Elizabethan Era “How silver-sweet sound lovers’ tongues by night. Like softest music to attending ears!” (Shakespeare 772). In this quote‚ Romeo is referring to him and Juliet talks about their love as if it was sweet‚ soft and pure as music. Romeo’s quote might well be referring to someone playing the lute‚ which was the most common of the instruments back in the Elizabethan Era‚ because of its soft‚ tender‚ and sweet sounds it produced
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Music Response Models: How do people move to music? This is basic level research of all the processes from music perception and recognition to the effects of rhythm on the way that people dance or move their bodies to music. After sound reaches the eardrum‚ it sets into motion of a complex combination of mechanical‚ chemical‚ and neural events in the cochlea‚ brain stem‚ midbrain nuclei‚ and cortex that result in a percept. The cerebellum plays a role in remembering the “settings” that can be used
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by Velimir V. Khlebnikov – ‘The King of Time’ 2 MUSIC IN THE BIG KEY Figure 1. The ‘Big Key’ – with saxophonic trajectory marked in blue. 3 CONTENTS Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Prefatory Note . . . . . . . . . . . . . . . . . . . . . . . . . 7 1. Core Statement . . . . . . . . . . . . . . . . . . . . . 8 2. Exposition . . . . . . . . . . . . . . . . . . . . . . . . . 10 i Re-imagining music in the Big Key . . . . . . . . . 10 ii Playing and practice
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