scholarly journals Compositional Strategies for Large-Scale Works Around 1600

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Bernhard Rainer
Keyword(s):  
Eighteenth Century ◽  
Comparative Analysis ◽  
Sixteenth Century ◽  
Large Scale ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Baroque Era ◽  
Student Relationship ◽  
First Time ◽  
Insight Into

Giovanni Gabrieli’s posthumously published motets In ecclesiis and Benedictus es, Dominus ( Sacrae symphoniae ... liber secundus , 1615) show obvious characteristics of self-quotation and reworking. An analysis of the works focuses on a characteristic ascending-fifths sequence which has been called “Monte Romanesca” by Robert Gjerdingen who introduced the term for the eighteenth century. In this study, the term is expanded to include music from the end of the sixteenth century for the first time. Further analysis concentrates on motivic and modal connections as well as special harmonic features such as chromatic-third relationships. Additionally, several other works of the composer are considered, showing that Gabrieli built on highly sophisticated harmonic, motivic, and formal compositional strategies in his large-scale oeuvre. Also, apparent processes of imitation in the Missa sine nomine of Gabrieli’s pupil Alessandro Tadei suggest that the younger composer used either or both of his teacher's motets as a model. A comparative analysis of all three works provides further insight into compositional methods at the “dawn of the Baroque” era and sheds new light on what must have been a special teacher-student relationship.

Sichten auf Max Reger und seinen Schüler Paul Aron

2020 ◽  
Keyword(s):  
First World War ◽  
World War ◽  
Present Volume ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
The First World War ◽  
Student Relationship ◽  
First Time ◽  
First World ◽  
Detailed Picture

The oeuvre of Max Reger (1873–1916) evoked approval and rejection during the composer's lifetime. Reger also polarized as a person. The present volume deals with Reger's compositional oeuvre and with his personal environment – in the form of his student Paul Aron (1886–1955) from Dresden. At times, he was part of the close network of relationships between the Reger couple. The letters and cards from Reger to Aron from 1905 to 1915, as well as Reger's assessments, which are completely edited for the first time here, are supplemented by Aron's letters from the front of the First World War to Elsa Reger after the death of her husband (1916–1918). The extensive correspondence between Max Reger and Paul Aron shows an exciting teacher-student relationship more than 100 years ago. The sensitive texts of well-known authors trace a detailed picture of the composer. With contributions by Vitus Froesch, Manuel Gervink, Peter Gülke, Michael Heinemann, Matthias Herrmann, Jörn Peter Hiekel, Stefanie Steiner-Grage

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

scholarly journals Modeling and Analysis on Teacher-Student Relationship

2019 ◽  
Vol 2019 ◽  
pp. 1-7
Author(s):  
Li Xu ◽  
Qi Yang
Keyword(s):  
Discrete Model ◽  
Equation Model ◽  
Reciprocal Relations ◽  
Modeling And Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Sample Data ◽  
Teachers And Students ◽  
Student Relationship ◽  
The Relationship

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

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