Monday, March 9, 2020
Adoration Of The Magi Essays - Adoration Of The Magi In Art Adoration Of The Magi Iconographical Analysis: di Nardo, Adoration of the Magi The painting Adoration of the Magi by di Nardo portrays the three Magi approaching the baby Jesus and the Virgin Mary. However, there is much more to it than just this familiar scene from Judeo-Christian lore. When approaching this painting in order to analyze it iconographically, it is necessary to first look at all aspects of the form. If this aspect is ignored, it provides for an incomplete analysis of the painting. Once this is looked at, the iconography of the painting becomes much clearer, and it is easier to compare the painting to the actual biblical text from which it was derived (Gospel of St. Matthew 2:1 2:12). When approaching the painting the first thing I noticed was the odd perspective. There are several vanishing points. Also, all of the figures seem to be placed on one plane. Because of this, the two figures that represent Jesus and Mary seem to be hovering weirdly above the ground. This, I believe, draws the viewers attention to these two figures, since they are the main focus of the painting. Due to the influence of my culture, I recognized the figures as Jesus and Mary immediately. However, despite this, there are a few indicators as to who the people represented in the painting are. When viewing the painting, it is obvious that the figures of mother and child are the main point because the gazes of all of the people in the represented center on the child, including the mothers. Also, the weird hovering effect also directs the viewers attention to these two figures. Both Mary and Jesus have halos, but this is not necessarily a distinguishing factor seeing as how there are also four other figures in the painting that have halos. However, the halo that surrounds the head of the baby Jesus has a slightly different pattern than those that the other figures possess. This lets you know that for whatever reason, this child is set apart from all other figures in the painting. So, even if the viewer is of another culture or religion and doesnt see the significance of the female i n the picture being clothed in blue and red, or the significance of the blessing position in which the baby is holding his hand, he can see that for some reason, this child is being distinguished from all other people in the painting. Another aspect of the form that draws your attention to the Virgin and Jesus is the triangular set up of these two figures along with Joseph and another Magus. The triangle that is formed has Mary and Jesus at the peak, yet again, drawing the viewers attention to these two figures and reinforcing the fact that they are of some significance. When comparing the painting to the text in the Bible that describes the same meeting of the Magi with the baby Jesus and Mary, there are several differences. There are certain things that I noticed that not only go contrary to the painting, but to popular cultures idea of this story. First, in the Bible, the Magi are referred to as, chief priests and teachers of the law. They were not kings as they are often referred to in Christian culture. In fact, in di Nardos depiction, all of the Magi are wearing crowns, showing this misunderstanding. Another thing that is assumed by di Nardo in his painting, as well as by popular culture is that there were three Magi. There is nothing mentioned in Matthew 2:1 2:12 that makes reference to there being exactly three Magi. What I noticed that might have lead to this misconception, however, is that the Magi brought gifts of gold, incense and myrrh. This is the only thing that I saw that could have lead to the belief that there were three Magi one Magus for each gift. There are also extra people in the painting whom I could not identify. There is no mention of anyone in the bible besides Jesus, Mary and the Magi. There is not even any mention of Joseph who is clearly depicted. Also, the gifts that the Magi are holding in the
Friday, February 21, 2020
Memoirs of a Geisha (the book) - Essay Example Despite the destruction during the war, the country is rebuilt into a modern country under Western influence after the defeat of the Japanese empire. During this period of transformation, Siyura is also transformed, although her own transformation lags behind the changes happening in Japanese society. Siyura watches the modernization of Japan unfold through the changing home front during the war, increasing Western cultural influence, and the presence of American soldiers in a globalized world. Following the Meiji Restoration, Japan had undergone a dramatic transformation from a feudal society to an industrialized nation. Unable to protect itself from the European colonial powers, Japan was forced to abandon its agrarian society and industrialize (Swale 2009, 6). Although a great deal of focus was placed on modernizing the military, the cities in Japan changed as well to support this effort. Trains and motor vehicles were introduced to Japan in order to improve travel and the transportation of goods. Siyura even had the chance to travel by airplane (Golden 1997, 392), although the experience was not common at the time for Japanese citizens until later. Factories were built to produce manufactured goods. Being born in a small fishing village, Siyuras first introduction to the coming modern world is through her arrival in Kyoto. Arriving in the Gion quarter of Kyoto, Siyura can "hardly see the other side for all the people, bicycles, cars, and trucks" (Golden 1997, 35). The large crowded cities epitomized the entrance into the modern age. It was necessary to concentrate the populace in the cities in order to provide a workforce for the factories (Wilkinson 1962, 679). In contrast, it was necessary for people to be dispersed under the old agriculturally-based economy. The whole experience of seeing a large city for the first time was both shocking and frightening to Siyura (Golden 1997, 35). Through the process of
Wednesday, February 5, 2020
GLOBAL OUTSOURCING - Essay Example It has also been able to simplify stock holding and brought them down to Ã £8.9 million from staggering Ã £40 million. The overall net effect of the above savings is decrease in production costs of every component (vehicle) by Ã £34 (Reynolds, 2012). It has been able to free up its real property for process of manufacturing vehicles. Therefore, Jaguar Land Rover has not only been capable of improving its supply chain but also to deliver fantastic savings on costs. Importantly, Jaguar Land Rover has been able to increase customer satisfaction (Reynolds, 2012). 5 The company trades as Ã¢â¬Å"Jaguar Land Jaguar Land Rover Automotive PLCÃ¢â¬ . It is a multinational company manufacturing and selling vehicles globally. Its headquarters are in Whitley, Coventry in the United Kingdom. The chief executive officer of Jaguar Land Jaguar Land Rover Company is Ralf Speth. Jaguar Land Jaguar Land Rover company is the largest automotive manufacturing business in the United Kingdom. The company manufactures the automotives around two iconic car brands from the United Kingdom. These iconic car brands are Land Rover and jaguar. Land over is a worldÃ¢â¬â¢s top producer of finest all wheel drive automobiles. Jaguar is a world leading premier luxury sports car and sports saloon car Marques. Jaguar Land Jaguar Land Rover brings together these two highly prestigious and much loved brands of cars. Tata Motors acquired Land Rover and jaguar companies from Ford Company in 2008 and later merged them in to a single automotive manufacturing company. Jaguar Land Ja guar Land Rover has been successful and it has been flourishing with innovative technologies and memorable vehicles that add to the companys extensive enduring legacy of unique automotive manufacturer (Woolley & Grice 2013). Jaguar Company started in 1922 as a motorcycle sidecars manufacturer. Now, the company name was Swallow SideCar Company. It started to
Tuesday, January 28, 2020
The Tourist Gaze by John Urry | Summary and Analysis Critically consider the argument that UrryÃ¢â¬â¢s concept of the Ã¢â¬Ëtourist gazeÃ¢â¬â¢ places too much emphasis on the visual. UrryÃ¢â¬â¢s Ã¢â¬Ëtourist gazeÃ¢â¬â¢ remains one of the most influential concepts in tourism research. The ideas developed by Urry are still widely quoted and relevant today but a major criticism of his work is that too much emphasis is placed on the visual aspects of being a tourist rather than the whole experience. This essay will investigate this claim before concluding whether or not this is the case. In order to do this, this essay will be broken into several parts. The first section will look at what the Ã¢â¬Ëtourist gazeÃ¢â¬â¢ actually is. It is important to have a definition of this term before proceeding with the rest of the assignment. The second part of this essay will draw on wider academic research to test whether or not UrryÃ¢â¬â¢s ideas do place too much emphasis on the visual. The final part of this essay will bring together all the arguments to form some sort of conclusion. In order to fully understand the Ã¢â¬Ëtourist gazeÃ¢â¬â¢ it would be useful to have a clear understanding of what a tourist is and what tourism as an activity is. Turner et al. (2005) define a tourist as, Ã¢â¬Å"someone who has travelled to another place for a brief sojourn, an experience that necessarily entails a distinct period of transition and discontinuity from the everyday worldÃ¢â¬ (p. 11). Urry (2002) describes the act of tourism as, Ã¢â¬Å"a leisure activity which presupposes its opposite, namely regulated and organised work. It is one manifestation of how work and leisure are organised as separate and regulated spheres of social practice in Ã¢â¬ËmodernÃ¢â¬â¢ societiesÃ¢â¬ (p. 2). The environments that these tourists visit are subject to what Urry (1990) has described as the Ã¢â¬Ëtourist gazeÃ¢â¬â¢. Urry states that tourists are, Ã¢â¬Å"directed to features of the landscape that, which separate them off from everyday experience. Such aspects are viewed bec ause they are taken to be in some sense out of the ordinaryÃ¢â¬ . The tourist and the viewpoints are manipulated, Ã¢â¬Å"so that the gaze falls upon what the gazer expects to seeÃ¢â¬ (Turner et al, 2005: 11). Most of the time this gaze is from a static location but if it is mobile then it is directed from an insulated environment such as from a train window or a sign-posted route. The tourist only sees what they are supposed to see. Urry (1990) states, Ã¢â¬Å"the typical tourist experience isÃ¢â¬ ¦to see named scenes through a frame, such as the hotel window, the car windscreen or the window of the coachÃ¢â¬ (p. 100). In a sense, real life is suspended or hidden away in these places so that the tourist can gaze upon what upon they expect to see. For example, in the Lake District in England, houses can only be built to very exacting specifications with traditional methods and materials. This helps to preserve the traditional look of the area. This expectation has been built up by promotional material such as brochures and adverts on the television. Goss (1993) argues that tourism marketing provide tourists with representational images of the places they are about to visit and this helps form an imaginary construction for the tourist. Culler (1981) argues that tourists read the landscape for anything that represents these pre-established notions. In The Tourist Gaze, Urry (1990) states that when we go away and become tourists, Ã¢â¬Å"we look at the environmentÃ¢â¬ ¦we gaze at what we encounterÃ¢â¬ ¦and the gaze is socially constructedÃ¢â¬ (p. 1). Perkins and Thorns (2001) state that there is no single uniform gaze, rather it is, Ã¢â¬Å"varied temporally and across social groups and that the concept of the gaze encapsulates touristsÃ¢â¬â¢ experiences and is an interpretation of the things they seek and do when on holidayÃ¢â¬ (p. 187). Perkins and Thorns (2001) go on to argue that, Ã¢â¬Å"the gaze is a concept which comprises a way of looking at the world which simultaneously forms what is seen and the way of seeingÃ¢â¬ (p 187). There have been numerous criticisms leveled at UrryÃ¢â¬â¢s concept of the Ã¢â¬Ëtourist gazeÃ¢â¬â¢. Perhaps the most common one and of most interest to this essay is that the gaze doesnÃ¢â¬â¢t fully capture the tourist experience. Perkins and Thorns (2001) argue that there needs to be more of a focus on the concept of the tourist performance because in places like New Zealand, tourists are more about Ã¢â¬ËdoingÃ¢â¬â¢ rather than simply Ã¢â¬ËseeingÃ¢â¬â¢ or Ã¢â¬ËgazingÃ¢â¬â¢ and, Ã¢â¬Å"thus about putting their bodies into tourism in a way that is not reflected in much of the analysis arising from a focus upon the tourist gazeÃ¢â¬ (p. 199). This criticism highlights an important change in the tourism industry. This is the search for authentic experiences and the search for experiences that invigorates all the senses. Thrift (1999) suggests that tourists want Ã¢â¬ËcontactÃ¢â¬â¢ with their surroundings. This contact goes beyond the visual realms as suggested by Urry. As Franklin and Crang (2001) point out that tourists, Ã¢â¬Å"are seeking to be doing something in the places they visit rather than being endlessly spectatorially passiveÃ¢â¬ (p. 13). Franklin and Chang go on to suggest that tourists have become bored by the gaze. MacCannell (1989) states that, Ã¢â¬Å"touristic consciousness is motivated by its desire for authentic experiences, and the tourist may believe that he is moving in this direction, but often it is very difficult to know for sure if the experience is in fact authentic. It is always possible that what is taken to be entry into a back region is really entry into a front region that has been totally set up in advance for touristic visitationÃ¢â¬ (p. 101). Urry fails to notice the distinction between authentic experiences and inauthentic ones. MacCannell (2001) believes there is a second gaze, one that is in a way suspicious of the totally visual elements of the tourist gaze. The second gaze is where the tourist is aware that, Ã¢â¬Å"something is being concealed from itÃ¢â¬ ¦the second gaze knows that seeing is not believing. Some things will remain hidden from itÃ¢â¬ ¦The second gaze turns back onto the gazing subject an ethical responsibility for the construction of its own existen ceÃ¢â¬ (p. 36). MacCannell (2001) finds the concept of the tourist gaze as defined by Urry too narrow a concept and argues that it is, Ã¢â¬Å"a blueprint for the transformation of the global system of attractions into an enormous set of mirrors to serve the narcissistic needs of dull egosÃ¢â¬ (p. 26). Nicholson-Lord (2002) is in partial agreement although he also takes issue with the concept of the second gaze as well. He argues that, Ã¢â¬Å"tourism is a powerful cultural solvent; it takes customs and beliefs that are locally rooted and distinctive, puts them into the global blending machine and turns them into liquefied gunk to which a mass market has been primed to respondÃ¢â¬ (p. 24). Although MacCannell is arguing for the need for a wider experience than Urry suggests, they have both been criticized by those who suggest that they focus too exclusively on the tourist experience and the subjectivity of the tourist. Little mention is given to the subjectivity of the host. In a world where affluent tourists are able to seek out experiences and gaze upon sights in worlds that are just becoming open to them, little mention is given to how this affects the host cultures. Bianchi (2001) states that, Ã¢â¬Å"in a world of hyper-mobile capital, instant communications and the mass movement of peoples, international tourism encapsulates the contradictory forces at play in todayÃ¢â¬â¢s world. These are mobility and freedom for the wealthy few, and immobility and impoverishment for the disenfranchised manyÃ¢â¬ (p. 16). This imbalance is completely ignored in the work of Urry. It would be fair to argue that this is because he places too much emphasis on the visual for the t ourist and not enough on looking at the wider impact of tourism on the hosts. As we move into an age of more ethically aware tourism, this becomes more of an important concept. Of course, Urry would argue that there is no single gaze and that this movement to more ethical tourism is just simply a different gaze for a different type of tourist but the fact that he ignores the impact of tourism on the host cultures is evidence that his preoccupations are elsewhere. The tourist gaze as a concept is a helpful one when studying tourism. It helps us to understand how tourism has evolved and changed over the past few decades. It also helps us to understand how we as tourists act as players within a larger system that has been created to match our expectations of what we want to see on when we go on holiday with the supposed reality of what is actually there. It helps us to understand all the visual sign-posts that are created to help match up these two worlds, the reality and what we expect to see. However, this concept does have some limitations. Although it tries to be all encapsulating, trying to explain all our visual experiences by saying that people from different classes seek different things and gaze on different things when they go on holiday, it is still too narrow. It fails to really encapsulate the entire essence of tourism which is the experiences that you have that canÃ¢â¬â¢t be explained away as simply visual. This essay has touched on the notion of performance and contact. This is what tourism is all about. It is about the experiences that you have that come from the smells and sounds and the activities you partake in in the place you are visiting. Of course the sights play a huge part in this but they are not the whole experience. Another place that UrryÃ¢â¬â¢s concept falls flat is his failure to look at tourism from the point of view of the host culture. In this day and age where we are becoming more ethically aware in everything that we consume, including our tourism, this is quite a big failure of the concept. ItÃ¢â¬â¢s preoccupation on the consumers and how they are being manipulated with no mention of how these consumers impact on the cultures that they visit. UrryÃ¢â¬â¢s concept is still useful but it is getting less and less relevant in todayÃ¢â¬â¢s market. Bibliography and References Chin, C.B.N. 2008, Cruising in the Global Economy: Profits, Pleasure and Work at Sea, London: Ashgate. Franklin, A. and Chang, M. 2001, The trouble with tourism and travel theory?, Tourist Studies, 1(1), 5-22. Goss, J. 1993, Placing the Market and Marketing the Place: Tourist Advertising of the Hawaiian Islands, 1972-1992, Environment and Planning D: Society and Space, 11, 663-688. MacCannell, D. 1992, Empty Meeting Grounds: The Tourist Papers, London: Routledge. McGuigan, J. 2004, Rethinking Cultural Policy, London: McGraw-Hill International Perkins, H.C. and Thorns, D.C. 2001, Gazing or Performing?: Reflections on UrryÃ¢â¬â¢s Tourist Gaze in the Context of Contemporary Experience in the Antipodes, International Sociology, 16(2), 185-204. Thrift, N. (1999) Ã¢â¬ËStill Life in Present Time:The Object of NatureÃ¢â¬â¢, conference paperÃ presented to Sociality/Materialism Ã¢â¬â The Status of the Object in Social Science,Ã Brunel University, UK 9Ã¢â¬â11 September 1999. Turner et al. 2005, The Tourist Gaze: Towards Contextualised Virtual Environments, Kluwer. Urry, J. 1990, The Tourist Gaze, London: Sage. Urry, J. 1992, The Tourist Gaze Ã¢â¬Å"RevisitedÃ¢â¬ , American Behavioral Scientist, 36, 172-186.
Monday, January 20, 2020
Assemble and Associate The first amendment of the Constitution is one of the most fundamental and essential appendages to the C onstitution that statesmen could ever have made. It basically provides the way and means for any citizen of the United States to speak freely, worship freely, assemble with whomever they want, and complain to the government. One of the most important of those freedoms however, is the right of association. Association protects the rights of persons to enter into relationships with one another unhampered by intrusive governmental regulation. More specifically expressive association protects the right to associate with others in pursuit of a wide variety of political, social, economic, educational, religious, and cultural ends. The right to associate, being derived from the provisions of free speech and assembly, is fundamental to all private associations so that they might have the right to their own standards for membership and leadership. The Boy Scouts of America has been a private organization with the mission and chartered purpose of providing character-building experiences for young people since its founding in 1910. The organizationÃ¢â¬â¢s Oath states, Ã¢â¬Å"On my honor I will do my best Ã¢â¬ ¦ to keep myself physically strong, mentally awake, and morally straight.Ã¢â¬ It is a scoutÃ¢â¬â¢s duty to uphold this oath and live by the scout law. In April of 2000 the Boy Scouts of AmericaÃ¢â¬â¢s rights to establish its own standards of membership and continue to instill the values of the Scout Oath and Law into the scouts were challenged. An individual's position as assistant scoutmaster of a New Jersey troop was revoked after a division of the Boy Scouts learned that the individual was an avowed homosexual and gay rights activist. The assistant scoutmaster filed suit in the New Jersey Superior Court, and alleged, among other matters, that the Boy Scouts had violated a state law prohibiting discrimination in places of public accommodation on the basis of sexual orientation. The Boy Scouts held that this violated their First Amendment right of expressive association. The Boy Scouts of America believe an avowed homosexual is not a role model for the values espoused in the Scout Oath and Law. The right of association is utterly the most important principle in the issue of the Boy Scouts of America and their right to be selective in their requirements of leadership. The Boy Scouts have the right to assemble with whomever they choose.
Sunday, January 12, 2020
When we are communicating with all children and younger people we must treat them all the same. We should be clear and concise. Instructions should be clear and the same E. G. please can you tidy up. Then we should keep repeating please can you tidy up, please can you tidy up, if a child (3-6years) was asked can you put toys away, they can get confused with what they have been asked to do. We can ask the younger child to repeat what the instruction was so we are aware that they have understood what was said to them. Children of the age3-6 are using their grammar a lot more.At this age they can exaggerate very well when telling something. If they are hurt they might tell fibs. Verbalising whilst playing is very common for 3-6 yrs. whilst communicating with these small children I would get down to their level. With the 6-12yrs they tend to ask lots of question. At this age most of the children set their own goals to achieve. Fact and fantasy are distinguished by now. The 6-12 age group s will need to have boundaries in place. They might also need support if they have a falling out with friends.This is the age when they speak about transitions in life. Use language to predict and draw conclusions. Use long and complex sentences. Understand other points of view and show that they agree or disagree. Understand comparative words e. g. Ã¢â¬Ëit was earlier than yesterdayÃ¢â¬â¢. Keep conversations going by giving reasons and explaining choices? Start conversations with adults and children they donÃ¢â¬â¢t know. Understand and use passive sentences e. g. Ã¢â¬Å"the thief is chased by the policemanÃ¢â¬ . 12-18 yrs. olds will still look for adult support even though they are striving to be an adult.As teens seek independence from family and establish their own identity, they begin thinking abstractly and become concerned with moral issues. We need to be approachable and also remind them of confidentially. Not all children will like face to face talking so it might be best to speak at side of them. Teens should be able to process texts and abstract meaning, relate word meanings and contexts, understand punctuation, and form complex syntactic structures. However, communication is more than the use and understanding of words; it also includes how teens think of themselves, their peers, and authority figures.Resolving conflict with age groups. Ask each individual what happened and why. Encourage both children to come up with ideas to resolve the problem. Do not judge either child or be negative about their suggestions. Make it clear that you want to work toward a solution that will make them both happy. Encourage the children to listen to each other, including why they believe the conflict started. This effectively forces the children to accept that there is another person with feelings involved. Children are often totally unaware of how their behavior affects other people.Help both children understand what the end goal is; this may involve being v ery clear about what would be a good end result, an answer that suits both children. Ask both children to discuss the incident and to tell you how they have decided to handle it. Be sure to praise the children for handling the problem themselves and reassure them that you know there will be no future conflict between them. When your child gets angry, give them time and space to calm down before trying to resolve the situation. Explain later that it is difficult to think of good solutions when we are angry.We help children to learn the value of positive relationships in many ways. We promote and reward positive behaviour, encourage turn taking, we ensure we are good role models; we encourage sharing and build self-esteem of the use of praise and reward, with either sticker, certificates, merits ECT. We also encourage the children to be kind to each other. As adults we must respect other peoples view even if we donÃ¢â¬â¢t agree as everyone is entitled to their opinion. Always show y ouÃ¢â¬â¢re interested in what people are saying, show concern if needed and be a listening ear.Respect can be gained by talking to a child at their level and understanding them, for example looking at children at eye level whilst talking to them increases mutual respect. Keeping calm and talking in a Ã¢â¬Å"normalÃ¢â¬ friendly tone also increases mutual respect. Listening to children and addressing their needs. Role models are inspirational people who encourage others to progress and work toward self-improvement. They are especially important for todayÃ¢â¬â¢s youth and can play an important role in shaping our society.Role models can influence a young oneÃ¢â¬â¢s values, beliefs, and attitudes, which will shape the person that one will grow to be. Role models have the ability to focus their efforts on others rather than on themselves and they are selfless. Role models inspire others not only by their words, but more so by their actions that move us to do the same. Role model s help others by offering good examples, by inspiring others realize the endless possibilities to reach their goals, and by moving others to be the best that they can be. Children will copy behaviour so I use manners the children will copy.Influenced by the people around them affects children Reinforcement is used to help increase the probability that a specific behavior will occur with the delivery of a stimulus/item immediately after a response/behavior is exhibited. Negative reinforcement is often confused with punishment. Positive reinforcement is a very powerful and effective tool to help shape and change behavior. Positive reinforcement works by presenting a motivating item to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future.We do this with either thumb up, smiling, verbal praise. Negative reinforcement is when a certain stimulus/item is removed after a particular behavior is exhibited. We can change seat or room. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative stimuli. Communication can be hard with young people as well as children. Each difficulty has its own effect. This could be how they learn, or understand what is being said to them. They will need time and to feel less pressured when speaking.Someone with Hearing difficulties would benefit from BSL( British sign Language), difficulty with attention or following complex directions in the classroom would benefit from being near the teacher or having 1-1, difficulty retaining information could have pictures or tape recorders,, poor vocabulary achievement could have extra time, difficulties with grammar, difficulties with organization of expressive language or with narrative discourse, difficulties with academic achievement, reading, and writing, unclear speech, persistent stuttering or a lisp.Most children tent to communicate through text and emails. Sometimes we n eed to change the way we communicate with people. This will depend on the individual. We often do this without knowing we have changed. Eye contact is best for non- hearing as they can lip read. Other ways we can communicate are via letters, email, using different color paper. We might need to speak slowly and more clearly. Depending on the type of visual impairment and what adaptations are necessary, I will produce reading books and class material in large print or braille.Touch typing programmers might be introduced, using a screen reader. Visual timetables, pictures, symbols or photographs are also a good way to communicate. For younger children, a visual time line can be effective, labels for equipment and places for specific activities, pictures, symbols, photographs or written labels. Visual displays of topics or current activities can for some children can cause overload.
Friday, January 3, 2020
From Bach to Green Day: A Comparison I have always enjoyed the works of Johann Sebastian Bach, so I chose to listen to Brandenburg Concerto No. 3 in G Major (BWV 1048). This piece was composed in 1721 as a part of a six piece collection (Brandenburg Concertos). The rendition that I found is Ã¢â¬Å"performed on original instruments by the Early Music ensemble Voices of Music (Voices of Music). I chose this rendition in large part due to the faithfulness of the performance to the original manuscript. Here is a link to the performance on Youtube: https://www.youtube.com/watch?v=lPLvBO_2Gn0 (Voices of Music). For my modern concert performance, I chose Jesus of Suburbia live by Green Day. This piece was originally recored in 2003 and released in 2005 as part of their album American Idiot (Jesus of Suburbia). I chose this recording because I enjoy Green Day as a group, and because they have been performing music for many years. Now that we these pieces are presented, the task of comparison is no small one. I have chosen to analyze several elements of music discussed in our book for each piece, and how they differ. To begin, let us look at Instrumentation. Bach s piece were written during the baroque period, so he used many of the popular instruments of the day; violins, violas, chellos, harpsichord, and violone (Voices of Music). Green Day, features the standard rock layout of today s popular bands; guitars, electric bass, drums, keyboards, and vocals. Although these two piecesShow MoreRelatedJohann Sebastian Bach Essay1454 Words Ã |Ã 6 PagesJohann Sebastian Bach was born into a family of musicians. It was only natural for him to pick up an instrument and excel in it. His father taught him how to play the violin and harpsichord at a very young age. All of BachÃ¢â¬â¢s uncles were professional musicians, one of them; Johann Christoph Bach introduced him to the organ. 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