Piano Teaching Method essays

Piano Teaching Method essays There is lots of piano teaching method and each one has its strengths and weaknesses. Now, I am going to inform you about the most common three methods for children Alfred, Suzuki, Amadeus. First of all, the Alfred method uses visual things such as colored pictures and graphics using software, compact discs, andor cassettes is the newest updated one in this method (Piano Teaching Method 1). As you know, a picture is the greatest friend to children and it helps them, even adults like us, to understand something a lot easier. Additionally, it could grab childrens attention more easily and quickly than a verbal explanation. For example, you can make a little card to show the scale or the relationship between notes. It is going to be helpful because students can look at it over and over. If you add colors or some pictures to that, it also would be helpful to get students interest. This method gives students strength in reading intervals and seeing the intervalic relationship between notes (Piano Teaching Method 1). However, it might cause students to play by totally relying on position playing instead learning how to read the notes because it uses the concept of position playing (Piano Teaching Method 1). In other words, students memorize the hand position fingering but not read the notes. And some people point out that the major composers should be presented to the students at a much earlier stage than is typical in this method (Piano Teaching Method 2). This method is recommended for very beginning teachers who need a certain prepared lesson plan to follow and once the teachers become more comfortable and get to know about different methods, they are urged to expand from this method (Piano Teaching Method 2). ...

The 4 Macedonian Wars

The 4 Macedonian Wars The First Macedonian War was a diversion during the Punic Wars. It was brought on by the alliance of Philip V of Macedonia and Hannibal of Carthage (following Philips naval expedition against Illyria in 216 and then again, in 214 followed by land-based conquests). Philip and Rome settled with each other so Rome could go focus on Carthage. The Greeks seem to have called the war the Aetolian War, according to ​Rome Enters the Greek East, by Arthur M. Eckstein  because it was fought between Philip and his allies on the one side and the Aetolian League and its allies, which included Rome. Rome officially declared war on Macedon in 214, but major operations began in 211, which is often listed as the start of the war, according to Eckstein. The Greeks had been engaged, recently, in their own Social War. It lasted from 220-217 on the occasion of Philip suddenly deciding to make peace with Aetolia. Between the 2nd and 3rd Macedonian War, the Aetolian League asked Antiochus of Syria to help them against Rome. When Antiochus obliged, Rome sent in its legions to expel the Seleucids. Antiochus signed the Treaty of Apamea (188 B.C.), surrendering 15,000 talents of silver. This is the Seleucid War (192-188). It included a Roman victory at Thermopylae (191) near the spot where the Spartans had once so famously lost to the Persians. The Second Macedonian War The second Macedonian War started as a powerplay between the Seleucids of Syria and Macedonia, with the weaker area powers suffering in the crossfire. They called to Rome for help. Rome decided Macedon constituted a threat, and so helped. In the Second Macedonian War, Rome officially freed Greece from Philip and Macedonia. Macedonia was moved back to its Philip II borders and Rome acquired or freed territories south of Thessaly. The Third Macedonian War The Third Macedonian War was fought against Philips son Perseus who had moved against the Greeks. Rome declared war and divided Macedonia into 4 republics. After each of the first three Macedonian wars, the Romans went back to Rome after punishing or otherwise dealing with the Macedonians and receiving some reward from the Greeks. The Fourth Macedonian War When the Fourth Macedonian War began, as the result of a Macedonian rebellion, fomented by a man who claimed to be Perseus son, Rome again stepped in. This time, Rome stayed in Macedonia. Macedonia and Epirus were made a Roman province. The Aftermath of the Fourth Macedonian War The Greeks Achaean League tried unsuccessfully to get rid of the Romans. Their city of Corinth was destroyed for its part in an uprising in 146 B.C. Rome had expanded its empire.

Compare and Contrast Looking For Work and An Indian Story Essay

Compare and Contrast Looking For Work and An Indian Story - Essay Example Ethnic minorities give new insights into the notion of the family. In both stories the protagonists do not live in a traditional nuclear family setting. There is no father in the home or he does not play an active role in the life of the main character. The role of the head of the family is played by women: mother and aunt Greta. Soto’s mother impersonates the absent father by acting strict and feigning â€Å"a stern posture† (Soto 29). Mother’s authority in the family becomes evident when the author chooses her to share his ideas about the fist steps in family improvement, i.e. eating turtle soup. Soto’s mother tries to dissuade the main character by indirectly and repeatedly reminding him of his Mexican origin: she switches languages while talking to her son, calls him â€Å"a crazy Mexican† (Soto 29). Thus the family structure in the story is a traditional one since female-headed families are common in Mexican society (Kanellos 69). Aunt Greta, i n her turn, helps solve the problems second marriage of author’s father caused. She adopts her nephew since Indian concept of a family relies on bloodline not wedlock. She plays the part of the head of the family by educating the mind and the heart of her nephew. Basically the family types depicted in both stories are matriarchal. In both stories the choices made by the main characters are influenced by the family considerations. Gary Soto wants the best in life not for himself, but for his family. He dreams of wealth â€Å"that would save us from ourselves† (Soto 27). He talks about being invited to white people’s homes and front gardens as the prospect for all members of his household. Roger Jack’s decision to attend college is influenced by his aunt. She does not press or push him giving him time to â€Å"rest his brains† (Jack 58). His choice of college is based on its proximity to his home and in his first years he frequently goes home. No mat ter how similar the family structures in two stories seem to be, household atmosphere appear to vary. In "Looking for Work" Soto portrays dissatisfaction with his way of life. He is attracted to the polished TV image of quiet, unhurried family routine. The unknown lures the nine-year-old away from the world of scolding, beating, away from commonplace talks and belly laughs at the table. Instead of comfort and understanding, the protagonist witnesses beating and family rifts. Buttered toasts, mashed potato and turtle soup are substituted by the diet of beans and tortilla. The dessert has to be retrieved from the neighbors’ gardens. Soto’s desires and wishes have no impact on his family, he is mocked by his elder brother, and mother makes no attempt at understanding him. Roger Jack, on the contrary, lives in the world of carefully preserved and cherished traditional values. He believes that we â€Å"emulate those we love and care for† (Jack 52). He is taught to ta ke pride in his ancestry; spiritual side of his culture fascinates him. Knowledge is traditionally passed from the elders in the family to the children (Sandoval 73). So aunt Greta plays the part of the educator taking her nephew on trips to the places connected with Indian culture and pow-wows. She is dignified unhurried manners, which makes Jack value her and his culture. Families may differ in the expectations placed on children and parents. In Soto’

Compare the housing bubble in US and in China & how can Chinese Essay

Compare the housing bubble in US and in China & how can Chinese government learn from US - Essay Example My goal in this paper is to do a comparative study of the housing bubble in both U.S and China. China has experienced extraordinary growth in the housing market in the recent past; as a result, there has been a substantial increase in residential property. Nevertheless, while accelerating house prices in china may help indicate the presence of the bubble, its existence is still very controversial. Arguably, the current housing boom can be a rational bubble arising naturally from China’s economic transition. With the $580-billion stimulus package injected in 2008, just before the financial crises hit U.S, China’s economy has been able to withstand the global economic meltdown. The stimulus led to banks loosening their lending rate; hence there was excessive lending to home purchasers and thus rapidly raising the housing prices. Unfortunately, should the prices fall, there would be an increase in nonperforming loans and this would trigger china’s housing bubble. In U.S the housing bubble is believed to have been driven mainly by historically low interest rates. However, the low-interest rates, on their own, could not have caused the bubble and these have led to formulation of so many explanations and theories to try and explain what happened. According to (Holt) the correlation between housing price growth and subprime lending across market indicated that the lender took so much risk in booming markets thus increasing to even more the market demand. The meltdown in the housing market consequently, yielded to the devastating financial crisis. Evidently, the effects are still visible and the residential market In U.S is still on the road to recovery, with home prices yet to return to their historical high. Development of housing bubbles follows irrational exuberance for continuous rise of house prices. In the development of U.S Housing bubble, there was a rapid

Theories in the Human Sciences and Natural Sciences Essay -- Scientifi

What it is about the theories of human sciences and natural sciences that make them so convincing? When focusing on the human sciences and natural sciences, one might wonder why we believe what we believe. In general, human science can be defined as a social science, or anything that deals with human behavior in its social and cultural aspects (Bastian 190). Natural science is more often thought of as "regular" science. It is an organized undertaking that focuses on gathering knowledge about the world and condensing that knowledge into scientific laws and theories that can be tested (Bastian 153). Theories in these two types of sciences are often convincing because of the observation that takes place, the empirical evidence, and the ability to put the theories and laws to the test. This knowledge by description, which is defined as public knowledge that is expressed as facts, as well as knowledge by acquaintance, knowledge from familiarity or experience, can also be contributing factors in why we believe what we believe (Bastian 18). However, there are some knowledge issu es, as well as counterclaims that may interfere with someone’s belief and perspective on a certain topic. Also, some of our ways of knowing can play a role in different interpretations of theories in these sciences. These aspects can help answer the topic question of what it is about the theories of human sciences and natural sciences that make them so convincing. In science, a theory is a tested and testable idea which is used to provide an explanation for an occurrence (Scientific Laws and Theories). Very similarly, a law can be defined as a set of observations that are expressed in an abridged statement (Scientific). An example of a law in nat... ..., whether that is through their own observations and interpretations or through empirical evidence that can be convincingly backed up by scientific data. Works Cited Bastian, Sue. Theory of Knowledge. IB Diploma ed. Pearson Education Limited, 2008. Print. Pearson Baccalaureate. "Convince Me: How Strong Is the Evidence?" Understanding Science. Web. 15 Jan. 2012. . "Newton's Law of Universal Gravitation." The Physics Classroom. Web. 10 Jan. 2012. . Schultheis, Erin. "Harry F. Harlow." Psychology History. May 1999. Web. 15 Feb. 2012. . "Scientific Laws and Theories." College of Science and Mathematics. Web. 12 Feb. 2012. .

Appreciation of ‘The Tyger’ Essay

Subject matter Blake is this poem gives a description of the tiger, describing vividly its appearance, its structure, its beauty and its terror. As well as describing the tiger, the poet also tries to explain how he pictures the creation of the tiger, as well as the terror of the creator (who created such a fearsome and awesome creature). Purpose The poet’s purpose in this poem is to describe something that fascinates him. The tiger in his view is a powerful, yet beautiful creature, a creature so powerful that it is terrifying. However, the poet also attempts to comprehend its creator, God. He shows that if the creation is powerful and terrifying, and asks the question how powerful must be the creator? The poet clearly expresses that he is very afraid of the power of God, and what God is able to do. Throughout the poem the poet expresses his admiration, his wonder and his fear, this poem is as much a study of the tiger as a study of God. Emotion Though the poem is mostly descriptive, the poet gives the reader some clues of the emotions that he feels. On the face of this poem, it seems to be a poem about a nature. However, looking further into the poem one can see that the poem is a very religious poem. One of the most dominant emotion that one can feel when reading the poem is the wonder and awe. Whether it is at the tiger or at God, Blake shows much wonder; as shown in the extract in verse 1: ‘And what shoulder & what art, Could twist thy heart?’ Blake describes the colours of the tiger’s fur as ‘burning’, as though the fur of the tiger was a fire itself. This fire is carried on into verse two where Blake describes that there is a fire burning in the eyes of the tiger.. In line 3 and 4 of verse 1 Blake turns his attention to the creator: ‘What immortal hand or eye, Could frame thy fearful symmetry.’ His wonders about what the hands and eyes of God are like. Blake sees the tiger as a creation of a great craftsman, a work of art. The most important parts of a craftsman are his eyes and his hands. They are a craftsman’s most important tools, allowing him to craft the image he has in his imagination. This idea could have been influenced by Blake’s work as a engraver. The other dominant emotion in the poem is the fear shown by Blake. His is very afraid of the tiger. Yet his is even more afraid of God the creator of such an awesome beast. This is a sometimes a feature of Christians to be ‘God-fearing’ people. This fear can be seen in the following extracts: ‘What dread hand? & what dread feet?’ ‘In what furnace was thy brain?’ ‘Dare its deadly terrors clasp’ The extracts above show how much Blake fears the tiger. He is afraid of the tiger’s claws, and the image in Blake’s mind is a beast created from the furnace of heaven and hammered out by a master craftsman. This dreaded ferocious inspires much fear in Blake, even though he admires its beauty ‘What immortal hand or eye, Dare frame thy fearful symmetry.’ Blake tries to imagine the power required to create the tiger. He tries to picture what being could create the tiger. The picture of this powerful and yet very skilful craftsman is very daunting to Blake. What person would dare take this fearsome beast out of the furnaces, hammer it into an elegant yet very potent shape. What person could twist the shape of the sinews of the tiger’s heart and create a burning fur coat and burning eyes? The image of this creation is very frightful to Blake, let alone the God, the person who hammered, twisted, and shaped this beast. It should also be noted the ‘could’ was replaced with ‘dare’. This shows that first Blake only thought about the ability, skill, power and strength needed to create the tiger. Later on at the end of the poem, Blake is thinking about the nerve and the daring required to create the tiger. Craftsmanship Structure The poem has a very regular structure, it is divided into six stanzas, each with four lines. The first stanza is repeated in the last stanza but ‘could’ in line four is replaced with ‘dare’. Each line is approximately the same length in words and syllables. Each stanza is used to address one point about God or the tiger. The poem seems also to be structured in the thought process of the poet. First he looks at the tiger itself, describing its prominent features. The poem then tries to picture the creation process of the tiger, and the workshop of this great craftsman. The poet then tries to move on to this creator or craftsman himself. He wonders whether God was content with this creation, and wonders about the more heavenly creature: the stars and the angels. Language The language used in the poem is very vocative. Throughout the poem the poet seems to be talking to the tiger. He seems to be enquiring about the origins of the tiger: ‘What the hammer? What the chain? In what furnace was thy brain?’ He is asking the tiger as though the tiger is a friend of the poet (the use of thou and thee). The poet seems to the reader as a thinker trying to find out the answer to a very difficult question. The poet is asking questions that can not be answered for very little is known about God. The language is also very striking, very vivid and effective. The language catch the reader’s attention and is imaginative. It is very appropriate to the poem itself, the language increases the fear and adds effect to the wonder. The words does deliver the message that the poet intends. Much of the language helps to strike the fear into the minds of the readers. When reading this poem, one can not help but feel a sense of awe to the tiger and God. Imagery In the poem there are no striking examples of similes and metaphors, but the poet does use a large amount of personification. He personifies God as a craftsman or a blacksmith: ‘And what shoulder & what art, Could twist the sinews of thy heart? The poet seems to apply his own life experiences to his image of God. He sees God as this craftsman working by a furnace like himself. He sees the material the God uses to create as metallic. In the process of creation, God works like a blacksmith, heating the metal until the critical point is reached, the metal is then taken out and hammered into shape. This process repeats until the perfect shape is reached. Once the work is finished, God must be pleased and proud of his creations like other artists. The poet also personifies the tiger, addressing the tiger as if the tiger was able to understand him. He asks the tiger questions as though the tiger was able to answer him and explain to him what the poet does not understand. The poet also personifies the stars: ‘When the stars threw down their spears , And watered the heavens with their tears;’ The poet sees the stars as the angels of heaven, throwing down their weapons and crying at such a wonderful creation. The poet makes the reader see God as a human with tow sides, power and the strength represented by the tiger, while the gentle caring side represented by the lamb. This in many ways is the symbolism used throughout the poem by the poet. Movement There is not real rhythm or movement to the poem itself. There are no real rhythmic qualities in the poem. However, when read out loud, the poem should be read out slowly, and loudly. This adds to the effect of the poem, it gives one more time to process the carefully chose words. It would make the poem more effective and allow the listener to truly appreciate the poem. Sounds The most significant sound feature of the poem is its rhyming scheme. Each stanza rhymes in the form of AABB, with the exception of the last line of the first and last stanza of the poem. The poet uses neither onomatopoeia nor alliteration nor assonance. In fact the poem uses very little sound features. I do however think that onomatopoeia could have been used to help the reader to imagine the sounds of this great workshop that Blake pictures in his mind. It would help the reader reach a better level of understanding. It would have also made the poem more affective. The poem is very strong with the visual part of the imagery, however, without the sounds, the perception of the poet’s idea is incomplete. For example, if the poet included the bangs, clangs of the workshop, or even included the growls and the roars of the tiger. This would have increased one’s sense of wonder and awe. Other sound features such as alliteration and assonance, I feel, would not have been as effective and would not have helped the understanding of the poet’s imagination. Summary The poem has had a very strong impact on me. The poem has made me aware that the world is made up of fierceness and strength (shown in the tiger) as well as gentleness and peace (as shown in the lamb). Blake’s tiger is a very terrifying and dynamic creation, which apart from being seen to represent the fiercer side of God, could also be seen to represent the forces of evil lurking in our world. This evil seems to be able to hide in the cover of the darkness of the night, and haunts our minds through our dreams and especially our nightmares. Blake’s lamb (Did he who made the lamb also make thee?) apart from being a symbol of Gods gentle and loving side, can also be seen as a symbol of all the good in the world; the caring, the love and the kindness shown in Jesus Christ himself. The poem, as I have already noted, is a very visual poem. Though it is read, the poem inspires us to try and picture what he sees. The words of the poem create very vivid, clear and striking images in the reader or listener’s minds. We see dynamic beast with awesome features, a skilful and great craftsman working laboriously in his great workshop. Inside the workshop burns a great furnace with huge and very hot fire. The craftsman hammers and twists the shape of the creation, and when finally he has completed this marvellous work, he is proud and smiles. The angels around this creator all weep and throw down their weapons at the sight of this marvel. The only flaw that I have noted is the lack of use of sound features. This poem, as I have already mentioned, would more complete if the reader can hear the sounds of the workshop and hear the weeps of the angels or even the deafening roars of the tiger as it first leaps out of the furnace as a complete creation. This does not flaw the poem in a significant way, but I feel that it would improve the poem and make the poem more effective Blake made use of sound features.

Character Analysis of Romeo in William Shakespeare´s Romeo...

Romeo, at the beginning of the play, is a love-struck, immature, and impulsive young man. In the beginning of the play, Romeo believes that he has found the person and place â€Å"where I am in love† speaking of Rosaline, a girl who he barely knows (I.i). Romeo is love-struck and impulsive, saying that about Rosaline after just meeting her. Romeo doesn’t know what real love is, he is just an immature young man who doesn’t see reality as it is. Towards the end of the scene, Romeo sees a new girl named Juliet and questions if his â€Å"heart {has} loved till now† (I.v). Romeo forgets and moves on from girls he â€Å"loved† very quickly making him immature and an impulsive lover. He â€Å"loves† the prettiest girl he see without even meeting her. Overall,†¦show more content†¦The new couple barely knows each other, but they still are taking each other hand in marriage for the rest of their lives. This is because they are both blinded by the thought of love so much so they believe their love is real even though they met less than twelve hours ago. Romeo believes â€Å"Juliet is the sun,† based on her appearance he feels she glows bright just like the sun (II.ii). Romeo love is based off looks and not personality or passion. This is because a â€Å"young men’s love then lies not truly in their heart but in their eyes,† (II.iii). Overall Romeo and Juliets love is artificial because they barely even know each other and its all about appearance. The desire to have or receive what we want is inevitable, although that desire can lead people to do the unthinkable against their state of nature. As the desperation for what the person wants grows, many resort to doing illegal actions in order to receive what they are craving for. In Romeo and Juliet, they both resort to illegal drugs to receive the freedom and death they want, which is against their state of nature. 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