Modelling music lesson in verbal form

2020 ◽  
pp. 9-20
Author(s):  
O. Huminska ◽  
Keyword(s):  
Music Lesson ◽  
Verbal Form

Analysis of the Complementarity and Clarification Captions Bring to Road Carnage Print Media Images: A Case of The Herald Newspaper

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Josephat Mutangadura ◽  
J C Mann ◽  
L Odendaal
Keyword(s):  
Print Media ◽  
Visual Image ◽  
Visual Images ◽  
Media Images ◽  
Verbal Form ◽  
The Road ◽  
Communication Activity

Most visuals in media stories either complement or are complemented by captions that accompany them. This study sought to establish the complementary and clarifying effect of captions that go with road carnage images in The Herald newspaper, a local daily published in Zimbabwe. A study was carried out which involved an interview with photo-journalists from the stable and an analysis of three visual images chosen from the publication. It was established that even as a visual, image can stand alone (but not always); it can tell 95 per cent of the story but will only be complete with an accompanying caption. It was also established that captions need not tell the obvious, but provide that which the picture will be lacking to complete the road carnage story. Captions, therefore, help complete the story as regards the when, where, how, who and what of the depiction. The visual image and the caption combine to complete a communication activity as the verbal and non-verbal form of languages. The study recommends that captions should be edited not only by photo-editors and journalists, but also by practising language people.

Queer Performativity

2019 ◽  
Author(s):  
Tommaso M. Milani
Keyword(s):  
Built Environment ◽  
Queer Studies ◽  
Main Argument ◽  
Verbal Form ◽  
Self Reflection ◽  
Performative Utterance

The aim of this chapter is to present and re-read Judith Butler’s well-known performativity theory. The main argument advanced here is that, even though Butler’s work is widely viewed as instigating the field of queer studies, it is perhaps time to revisit performativity in order to queer it. The act of queering should be understood in the context of this chapter in two ways. First, it entails going against the sociolinguistic grain and troubling the linguistic core of performativity in a way that engages with “aspects of experience and reality that do not present themselves in propositional or even in verbal form” (Sedgwick 2003: 6), such as affect, embodiment, and the materiality of the built environment. The embodied and affective aspects of performativity are illustrated with the help of examples from gender and sexual activism in Israel, which show how multi-semiotic and sensory meanings are performatively brought into being in order to stake political claims. Second, queering performativity entails questioning the antinormative mantra encoded in the very notion of queer. This requires going back to a performative utterance par excellence—“I do” in wedding ceremonies—in order open up an uneasy self-reflection about (anti)normativity in queer scholarship.

Le vase de Séraucourt: du support archéologique à l’interprétation linguistique

2015 ◽  
Vol 62 (1) ◽  
pp. 1-20
Author(s):  
Emmanuel Dupraz
Keyword(s):  
Verbal Form ◽  
Pragmatic Analysis ◽  
Linguistic Content

AbstractThe present paper deals with the late Gaulish inscription of the Vase de Séraucourt and suggests an interpretation of the verbal form LEGASIT based on a pragmatic analysis of the text, taking into account both the linguistic content of the inscription and what is known archaeologically about the object, its possible uses and the context it was found in.

THE EFFECT OF CREATIVE DRAMA METHOD ON STUDENTS’ ACHIEVEMENTS TOWARDS THE MUSIC LESSON

2021 ◽  
Vol 6 (14) ◽  
pp. 15-31
Author(s):  
Bahar GÜDEK ◽  
Hande YILMAZ
Keyword(s):  
Teaching Method ◽  
Classroom Teacher ◽  
Control Group ◽  
Creative Drama ◽  
Music Lesson ◽  
Course Success ◽  
Musical Perception ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of creative drama method on students' achievements towards the music lesson . In addition to this, in the research, it was aimed to develop appropriate educational activities prepared with creative drama method for the theoretical subjects of music, to eliminate the unwillingness of students towards these subjects, to facilitate the learning of information about music theory, to make learning fun and permanent, and to provide the student to learn voluntarily. In this study; For the determined purpose, creative drama method was applied in the teaching of theoretical knowledge of the 4th grade musical perception and information learning field in the 2018-2019 Academic Year Music Course Education Program of the Ministry of Education. The study was carried out by experimental method. The study group consists of 80 students, including 40 students in the Samsun Mimarsinan Primary School, an experimental group and 40 students in the control group. While the subjects pertaining to the musical perception and information learning area were taught by the classroom teacher with the traditional (classical) teaching method in the control group, the experimental group was taught by the researcher using the creative drama method. The pre-test and post-test post-test music course success scale was applied to both groups. With the results obtained from the scale, the effect of creative drama method on students' achievements towards the music lesson was investigated. As a result, it was found that creative drama method had a positive effect on students ' achievements, there was no significant difference according to gender, and the effect on students' achievement levels was 'enormous'.

scholarly journals THE DEVELOPMENT OF CREATIVE ACTIVISM OF RURAL SCHOOLCHILDREN AT MUSIC LESSON

2020 ◽  
Vol 4 (2) ◽  
pp. 70-81
Author(s):  
Elvira V. Zautorova ◽  
◽  
Faina I. Kevlja ◽  
Keyword(s):  
Music Lesson

Mediated Learning Activities Between Caregivers and Children Among New Immigrants and Veteran Families in Israel: An Experiment on Two “Home-Based” Tasks

2006 ◽  
Vol 6 (1) ◽  
pp. 72-99
Author(s):  
Girma Berhanu
Keyword(s):  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Cultural Practice ◽  
Mediated Learning ◽  
Systematic Observation ◽  
Verbal Form ◽  
New Immigrants ◽  
Home Based ◽  
Mediated Learning Experience

The author presents a study of the systematic observation of Mediated Learning Experience (MLE) among Ethiopian immigrants in Israel. The study was based on “semi-naturalistic” observation of two tasks–one experimental task with the new immigrants, another with veteran immigrants. The observation was conducted mainly on the basis of MLE parameters. The study illustrates the components of MLE that are most valuable and ones that are more emphasized than others as part of the overall cultural practice and its value system. Generally, Ethiopian parents infrequently use the mediation of transcendence infrequently and rarely provide mediation of competence and reward, especially in the explicit verbal form of a direct reward. More emphasis is placed on the accomplishment of actual acts with little room for making errors. The mediation of regulation of behavior is done with a more commanding and direct manner–sometimes scolding–with an authoritarian voice and body gestures. The overall picture of MLE among this immigrant population indicates that there is still a huge disparity between the mediational teaching style expressed as ideal in schools and the mediational styles that Ethiopian children are familiar with at home. This suggests a discontinuity between home and school that might inhibit a rapid adaptation to the school’s learning style for the children.

Music Lesson

The Baffler ◽  
1995 ◽  
Vol 8 ◽  
pp. 71-76
Author(s):  
Artie Shaw
Keyword(s):  
Music Lesson

(d) Appellate courts in a case like this, where there is room for legitimate judicial difference, should refrain from interfering unless it is considered that the decision reached was based on the application of wrong principles or the case is clearly wrongly decided. Decision of court Appeal dismissed. 4.8 STATUTORY INTERPRETATION: THE RELATIONSHIP BETWEEN CASE LAW AND LEGISLATION 4.8.1 Introduction The discussion of George Mitchell (Chesterhall) Ltd v finney Lock Seeds (1985) has indicated what happens when a problem about the meaning of a statutory provision goes before a court. In this section, attention will be given to statutory interpretation in court. The courts and tribunals have, as one of their most important tasks, the application of legislative rules to various fact situations. They must decide whether these legislative rules apply to given situations. Already in this text there have been several illustrations of words not meaning what they appear to mean. Despite the supposed certainty of statutory rules, rules in ‘fixed verbal form’. Words can change over time, and courts will disagree over the meaning of words. Choices of meaning, not perceived by the drafters, may lie latent in the words and are drawn out in court in a manner defeating intention, narrowing, extending or making meaningless the ambit of the rule. Many people need to apply statutory rules, often this application will be purely routine but sometimes doubts will arise. Such doubts may, or may not, reach court. How do judges set about deciding the meaning of words? Reference has already been made to the three rules of statutory interpretation. The literal, the mischief and the golden rules (see Figure 3.2, above, in the introduction to Chapter 3). These rules it should be remembered are rules of practice not rules of law. Do judges really use the rules of statutory interpretation? If so, which rule do they use first? Judges rarely, if ever, volunteer the information that they are now applying a certain rule of interpretation. Often, judges look to see if there can be a literal meaning to the words used in the disputed statutory rule. However, there is no rule that states that they must use the literal rule first. Holland and Webb (1994) quite correctly assert that interpretation is more a question of judicial style than the use of interpretational rules. Indeed, should a student attempt to use the rules of statutory interpretation as a guide in the interpretation of a statutory word or phrase, the uselessness of the rules as an interpretational tool becomes immediately apparent. However, as a justificatory label they may have a function. As students gain experience in reading judgments they notice vast differences in judicial styles. Some judgments seem to be based on a blow by blow analysis of precedents and earlier usage of words, others seem based on tenuous common sense rationales. Decisions based on the external context of the statute will be identified. This covers situations where judicial decision making appears to be based on issues of

2012 ◽  
pp. 117-117
Keyword(s):  
Common Sense ◽  
Case Law ◽  
Statutory Interpretation ◽  
Appellate Courts ◽  
Judicial Decision Making ◽  
Verbal Form ◽  
External Context ◽  
Law And Legislation ◽  
The Relationship ◽  
Over Time
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