Anglo-American Ballads
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Music Initiative Jka Peer - Reviewed Journal of Music
VOL. 01 NO. 01 APRIL 2018 MUSIC INITIATIVE JKA PEER - REVIEWED JOURNAL OF MUSIC PUBLISHED,PRINTED & OWNED BY HIGHER EDUCATION DEPARTMENT, J&K CIVIL SECRETARIAT, JAMMU/SRINAGAR,J&K CONTACT NO.S: 01912542880,01942506062 www.jkhighereducation.nic.in EDITOR DR. ASGAR HASSAN SAMOON (IAS) PRINCIPAL SECRETARY HIGHER EDUCATION GOVT. OF JAMMU & KASHMIR YOOR HIGHER EDUCATION,J&K NOT FOR SALE COVER DESIGN: NAUSHAD H GA JK MUSIC INITIATIVE A PEER - REVIEWED JOURNAL OF MUSIC INSTRUCTION TO CONTRIBUTORS A soft copy of the manuscript should be submitted to the Editor of the journal in Microsoft Word le format. All the manuscripts will be blindly reviewed and published after referee's comments and nally after Editor's acceptance. To avoid delay in publication process, the papers will not be sent back to the corresponding author for proof reading. It is therefore the responsibility of the authors to send good quality papers in strict compliance with the journal guidelines. JK Music Initiative is a quarterly publication of MANUSCRIPT GUIDELINES Higher Education Department, Authors preparing submissions are asked to read and follow these guidelines strictly: Govt. of Jammu and Kashmir (JKHED). Length All manuscripts published herein represent Research papers should be between 3000- 6000 words long including notes, bibliography and captions to the opinion of the authors and do not reect the ofcial policy illustrations. Manuscripts must be typed in double space throughout including abstract, text, references, tables, and gures. of JKHED or institution with which the authors are afliated unless this is clearly specied. Individual authors Format are responsible for the originality and genuineness of the work Documents should be produced in MS Word, using a single font for text and headings, left hand justication only and no embedded formatting of capitals, spacing etc. -
“Folk Music in the Melting Pot” at the Sheldon Concert Hall
Education Program Handbook for Teachers WELCOME We look forward to welcoming you and your students to the Sheldon Concert Hall for one of our Education Programs. We hope that the perfect acoustics and intimacy of the hall will make this an important and memorable experience. ARRIVAL AND PARKING We urge you to arrive at The Sheldon Concert Hall 15 to 30 minutes prior to the program. This will allow you to be seated in time for the performance and will allow a little extra time in case you encounter traffic on the way. Seating will be on a first come-first serve basis as schools arrive. To accommodate school schedules, we will start on time. The Sheldon is located at 3648 Washington Boulevard, just around the corner from the Fox Theatre. Parking is free for school buses and cars and will be available on Washington near The Sheldon. Please enter by the steps leading up to the concert hall front door. If you have a disabled student, please call The Sheldon (314-533-9900) to make arrangement to use our street level entrance and elevator to the concert hall. CONCERT MANNERS Please coach your students on good concert manners before coming to The Sheldon Concert Hall. Good audiences love to listen to music and they love to show their appreciation with applause, usually at the end of an entire piece and occasionally after a good solo by one of the musicians. Urge your students to take in and enjoy the great music being performed. Food and drink are prohibited in The Sheldon Concert Hall. -
Logging Songs of the Pacific Northwest: a Study of Three Contemporary Artists Leslie A
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 Logging Songs of the Pacific Northwest: A Study of Three Contemporary Artists Leslie A. Johnson Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC LOGGING SONGS OF THE PACIFIC NORTHWEST: A STUDY OF THREE CONTEMPORARY ARTISTS By LESLIE A. JOHNSON A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music Degree Awarded: Spring Semester, 2007 The members of the Committee approve the Thesis of Leslie A. Johnson defended on March 28, 2007. _____________________________ Charles E. Brewer Professor Directing Thesis _____________________________ Denise Von Glahn Committee Member ` _____________________________ Karyl Louwenaar-Lueck Committee Member The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS I would like to thank those who have helped me with this manuscript and my academic career: my parents, grandparents, other family members and friends for their support; a handful of really good teachers from every educational and professional venture thus far, including my committee members at The Florida State University; a variety of resources for the project, including Dr. Jens Lund from Olympia, Washington; and the subjects themselves and their associates. iii TABLE OF CONTENTS ABSTRACT ................................................................................................................. -
Treasures and Dreams 2009-8-12 Nova Southeastern University
Nova Southeastern University NSUWorks Wishes and Dreams: Literary Magazine of the NSU Digital Collections Lower School 8-2009 Treasures and Dreams_2009-8-12 Nova Southeastern University Follow this and additional works at: https://nsuworks.nova.edu/uschool_magazine ' ---- ., fk.-- :oc~ bcUSCP Sehccl $Cadc:1tC$., P&IPC:JtC$., d:Jtd Pt:1ealC3,, The theme of this issue's cover motivated me to ponder the connection between reading and writing. Here is what some acclaimed and popular authors had to say on the subject: ,, l "} --- -~~;,- -"'\ .,-•. .. "-<} "Read the best books you can find, the books that will inspire you to write as well as you can" ... Judy ~ Blume --- 'Tm certain there's a link between reading good books and becoming a writer. I don't know a single / . writer who wasn't a reader first" ... Andrew Clements "You have no business wanting to be a writer unless you are a reader. You should read fantasies and essays, biographies and poetry, fables and fairy tales. Read, read, read, read, read" ... Kate DiCamillo r~ Certainly, the connection between reading and writing is a strong one. Our Lower School students spend their days in a literature-rich environment. Their exposure to quality literature throughout their school experiences is a part of what inspires them to write as wonderfully as this publication reflects. Thank you to the classroom teachers for your professionalism and dedication to writing. Thank you to the administration for their continued support. A special thanks to my delightful staff of students. Your commitment, hard work, and responsibility made this issue gorgeous. To our Lower School students, I hope our magazine will inspire you to continue reading and writing! /L.7 Sincerely, ~ /('v{ " ~ ~ '- ~j'~ Night Chills I r,J ) ~~ .. -
Unit Title: It's About Time – the Power of Folk Music
Colorado Teacher-Authored Instructional Unit Sample Music 7th Grade Unit Title: It’s About Time – The Power of Folk Music Non-Ensemble Based INSTRUCTIONAL UNIT AUTHORS Denver Public Schools Regina Dunda Metro State University of Denver Carla Aguilar, PhD BASED ON A CURRICULUM OVERVIEW SAMPLE AUTHORED BY Falcon School District Harriet G. Jarmon, PhD Center School District Kate Newmeyer Colorado’s District Sample Curriculum Project This unit was authored by a team of Colorado educators. The template provided one example of unit design that enabled teacher- authors to organize possible learning experiences, resources, differentiation, and assessments. The unit is intended to support teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. DATE POSTED: MARCH 31, 2014 Colorado Teacher-Authored Sample Instructional Unit Content Area Music Grade Level 7th Grade Course Name/Course Code General Music (Non-Ensemble Based) Standard Grade Level Expectations (GLE) GLE Code 1. Expression of Music 1. Perform music in three or more parts accurately and expressively at a minimal level of level 1 to 2 on the MU09-GR.7-S.1-GLE.1 difficulty rating scale 2. Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at MU09-GR.7-S.1-GLE.2 the first reading individually and as an ensemble member 3. Demonstrate understanding of modalities MU09-GR.7-S.1-GLE.3 2. Creation of Music 1. Sequence four to eight measures of music melodically and rhythmically MU09-GR.7-S.2-GLE.1 2. -
2015 Annual Report FORFINANCIAL the YEAR ENDED DECEMBER HIGHLIGHTS 31
2015 Annual Report FORFINANCIAL THE YEAR ENDED DECEMBER HIGHLIGHTS 31, (IN U.S. DOLLARS) 2015 2014 2013 Total revenues $ 57,116,202 $ 65,559,078 $ 63,822,131 Net income $ 7,518,701 $ 6,265,358 $ 8,594,519 Income from operations $ 8,468,064 $ 6,461,059 $ 7,661,576 1HWFDVKƮRZVIURPRSHUDWLRQV $ 17,319,786 $ 18,184,861 $ 9,379,944 Total assets $ 161,616,698 $ 160,459,831 $ 165,364,854 Total stockholders’ equity $ 148,195,105 $ 144,082,664 $ 141,498,373 Dividends declared per share $ 0.30 $ 0.30 $ 0.30 Basic earnings per share $ 0.51 $ 0.43 $ 0.59 Diluted earnings per share $ 0.51 $ 0.42 $ 0.58 Net income as a % of total revenues 13.16 % 9.56 % 13.47 % Income from operations as a % of total revenues 14.83 % 9.86 % 12.00 % 1HWFDVKƮRZVIURPRSHUDWLQJDFWLYLWLHVDVD 30.32 % 27.74 % 14.70 % of total revenues TRADING IN SHARES 2015 2014 Shares outstanding at year end 14,781,201 14,715,899 Low closing share price during year $ 9.78 $ 9.33 High closing share price during year $ 13.50 $ 14.47 Closing share price at year end $ 12.24 $ 10.68 CONSOLIDATED WATER (THE “COMPANY”) WAS INCORPORATED AS CAYMAN WATER IN 1973. OVER THE YEARS, WE HAVE BENEFITED FROM THE EXPLOSIVE GROWTH IN TOURISM-RELATED DEVELOPMENT IN THE CAYMAN ISLANDS; GROWTH THAT HAS BEEN FACILITATED BY THE WATER WE HAVE PROVIDED. CONSOLIDATED WATER OPERATES IN THE CAYMAN ISLANDS AS CAYMAN WATER COMPANY LIMITED AND OCEAN CONVERSION (CAYMAN) LIMITED, WHICH TOGETHER OPERATE SEVEN PLANTS TO PRODUCE SUBSTANTIALLY ALL OF THE PIPED DRINKING WATER ON GRAND CAYMAN. -
Music for the People: the Folk Music Revival
MUSIC FOR THE PEOPLE: THE FOLK MUSIC REVIVAL AND AMERICAN IDENTITY, 1930-1970 By Rachel Clare Donaldson Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History May, 2011 Nashville, Tennessee Approved Professor Gary Gerstle Professor Sarah Igo Professor David Carlton Professor Larry Isaac Professor Ronald D. Cohen Copyright© 2011 by Rachel Clare Donaldson All Rights Reserved For Mary, Laura, Gertrude, Elizabeth And Domenica ACKNOWLEDGEMENTS I would not have been able to complete this dissertation had not been for the support of many people. Historians David Carlton, Thomas Schwartz, William Caferro, and Yoshikuni Igarashi have helped me to grow academically since my first year of graduate school. From the beginning of my research through the final edits, Katherine Crawford and Sarah Igo have provided constant intellectual and professional support. Gary Gerstle has guided every stage of this project; the time and effort he devoted to reading and editing numerous drafts and his encouragement has made the project what it is today. Through his work and friendship, Ronald Cohen has been an inspiration. The intellectual and emotional help that he provided over dinners, phone calls, and email exchanges have been invaluable. I greatly appreciate Larry Isaac and Holly McCammon for their help with the sociological work in this project. I also thank Jane Anderson, Brenda Hummel, and Heidi Welch for all their help and patience over the years. I thank the staffs at the Smithsonian Center for Folklife and Cultural Heritage, the Kentucky Library and Museum, the Archives at the University of Indiana, and the American Folklife Center at the Library of Congress (particularly Todd Harvey) for their research assistance. -
INTERPRETING POETRY: English and Scottish Folk Ballads (Year 5, Day Department, 2016) Assignments for Self-Study (25 Points)
The elective discipline «INTERPRETING POETRY: English and Scottish Folk Ballads (Year 5, day department, 2016) Assignments for Self-Study (25 points) Task: Select one British folk ballad from the list below, write your name, perform your individual scientific research paper in writing according to the given scheme and hand your work in to the teacher: Titles of British Folk Ballads Students’ Surnames 1. № 58: “Sir Patrick Spens” 2. № 13: “Edward” 3. № 84: “Bonny Barbara Allen” 4. № 12: “Lord Randal” 5. № 169:“Johnie Armstrong” 6. № 243: “James Harris” / “The Daemon Lover” 7. № 173: “Mary Hamilton” 8. № 94: “Young Waters” 9. № 73:“Lord Thomas and Annet” 10. № 95:“The Maid Freed from Gallows” 11. № 162: “The Hunting of the Cheviot” 12. № 157 “Gude Wallace” 13. № 161: “The Battle of Otterburn” 14. № 54: “The Cherry-Tree Carol” 15. № 55: “The Carnal and the Crane” 16. № 65: “Lady Maisry” 17. № 77: “Sweet William's Ghost” 18. № 185: “Dick o the Cow” 19. № 186: “Kinmont Willie” 20. № 187: “Jock o the Side” 21. №192: “The Lochmaben Harper” 22. № 210: “Bonnie James Campbell” 23. № 37 “Thomas The Rhymer” 24. № 178: “Captain Car, or, Edom o Gordon” 25. № 275: “Get Up and Bar the Door” 26. № 278: “The Farmer's Curst Wife” 27. № 279: “The Jolly Beggar” 28. № 167: “Sir Andrew Barton” 29. № 286: “The Sweet Trinity” / “The Golden Vanity” 30. № 1: “Riddles Wisely Expounded” 31. № 31: “The Marriage of Sir Gawain” 32. № 154: “A True Tale of Robin Hood” N.B. You can find the text of the selected British folk ballad in the five-volume edition “The English and Scottish Popular Ballads: five volumes / [edited by Francis James Child]. -
01 Prelude | | |--02 City of Refuge | | |--03 Bring Me My Queen
|--Abigail Washburn | |--City of Refuge | | |--01 Prelude | | |--02 City of Refuge | | |--03 Bring Me My Queen | | |--04 Chains | | |--05 Ballad of Treason | | |--06 Last Train | | |--07 Burn Thru | | |--08 Corner Girl | | |--09 Dreams Of Nectar | | |--10 Divine Bell | | |--11 Bright Morning Stars | | |--cover | | `--folder | |--Daytrotter Studio | | |--01 City of Refuge | | |--02 Taiyang Chulai | | |--03 Bring Me My Queen | | |--04 Chains | | |--06 What Are They Doing | | `--07 Keys to the Kingdom | |--Live at Ancramdale | | |--01 Main Stageam Set | | |--02 Intro | | |--03 Fall On My Knees | | |--04 Coffee’s Cold | | |--05 Eve Stole The Apple | | |--06 Red & Blazey | | |--07 Journey Home | | |--08 Key To The Kingdom | | |--09 Sometime | | |--10 Abigail talks about the trip to Tibet | | |--11 Song Of The Traveling Daughter | | |--12 Crowd _ Band Intros | | |--13 The Sparrow Watches Over Me | | |--14 Outro | | |--15 Master's Workshop Stage pm Set | | |--16 Tuning, Intro | | |--17 Track 17 of 24 | | |--18 Story about Learning Chinese | | |--19 The Lost Lamb | | |--20 Story About Chinese Reality TV Show | | |--21 Deep In The Night | | |--22 Q & A | | |--23 We’re Happy Working Under The Sun | | |--24 Story About Trip To China | | |--index | | `--washburn2006-07-15 | |--Live at Ballard | | |--01 Introduction | | |--02 Red And Blazing | | |--03 Eve Stole The Apple | | |--04 Free Internet | | |--05 Backstep Cindy_Purple Bamboo | | |--06 Intro. To The Lost Lamb | | |--07 The Lost Lamb | | |--08 Fall On My Knees | | |--Aw2005-10-09 | | `--Index -
Musical Explorers Is Made Available to a Nationwide Audience Through Carnegie Hall’S Weill Music Institute
Weill Music Institute Teacher Musical Guide Explorers My City, My Song A Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2 2016 | 2017 Weill Music Institute Teacher Musical Guide Explorers My City, My Song A Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2 2016 | 2017 WEILL MUSIC INSTITUTE Joanna Massey, Director, School Programs Amy Mereson, Assistant Director, Elementary School Programs Rigdzin Pema Collins, Coordinator, Elementary School Programs Tom Werring, Administrative Assistant, School Programs ADDITIONAL CONTRIBUTERS Michael Daves Qian Yi Alsarah Nahid Abunama-Elgadi Etienne Charles Teni Apelian Yeraz Markarian Anaïs Tekerian Reph Starr Patty Dukes Shanna Lesniak Savannah Music Festival PUBLISHING AND CREATIVE SERVICES Carol Ann Cheung, Senior Editor Eric Lubarsky, Senior Editor Raphael Davison, Senior Graphic Designer ILLUSTRATIONS Sophie Hogarth AUDIO PRODUCTION Jeff Cook Weill Music Institute at Carnegie Hall 881 Seventh Avenue | New York, NY 10019 Phone: 212-903-9670 | Fax: 212-903-0758 [email protected] carnegiehall.org/MusicalExplorers Musical Explorers is made available to a nationwide audience through Carnegie Hall’s Weill Music Institute. Lead funding for Musical Explorers has been provided by Ralph W. and Leona Kern. Major funding for Musical Explorers has been provided by the E.H.A. Foundation and The Walt Disney Company. © Additional support has been provided by the Ella Fitzgerald Charitable Foundation, The Lanie & Ethel Foundation, and -
Automatic Exchange of Information: Status of Commitments
As of 27 September 2021 AUTOMATIC EXCHANGE OF INFORMATION (AEOI): STATUS OF COMMITMENTS1 JURISDICTIONS UNDERTAKING FIRST EXCHANGES IN 2017 (49) Anguilla, Argentina, Belgium, Bermuda, British Virgin Islands, Bulgaria, Cayman Islands, Colombia, Croatia, Cyprus2, Czech Republic, Denmark, Estonia, Faroe Islands, Finland, France, Germany, Gibraltar, Greece, Guernsey, Hungary, Iceland, India, Ireland, Isle of Man, Italy, Jersey, Korea, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Mexico, Montserrat, Netherlands, Norway, Poland, Portugal, Romania, San Marino, Seychelles, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Turks and Caicos Islands, United Kingdom JURISDICTIONS UNDERTAKING FIRST EXCHANGES BY 2018 (51) Andorra, Antigua and Barbuda, Aruba, Australia, Austria, Azerbaijan3, The Bahamas, Bahrain, Barbados, Belize, Brazil, Brunei Darussalam, Canada, Chile, China, Cook Islands, Costa Rica, Curacao, Dominica4, Greenland, Grenada, Hong Kong (China), Indonesia, Israel, Japan, Lebanon, Macau (China), Malaysia, Marshall Islands, Mauritius, Monaco, Nauru, New Zealand, Niue4, Pakistan3, Panama, Qatar, Russia, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, Saudi Arabia, Singapore, Sint Maarten4, Switzerland, Trinidad and Tobago4, Turkey, United Arab Emirates, Uruguay, Vanuatu JURISDICTIONS UNDERTAKING FIRST EXCHANGES BY 2019 (2) Ghana3, Kuwait5 JURISDICTIONS UNDERTAKING FIRST EXCHANGES BY 2020 (3) Nigeria3, Oman5, Peru3 JURISDICTIONS UNDERTAKING FIRST EXCHANGES BY 2021 (3) Albania3, 7, Ecuador3, Kazakhstan6 -
Medieval Ballads Instructor
Topic: Medieval Ballads Instructor: Mrs. Tincher Date: 26 Sept. 2011 Age Level: 17 to 18 yrs. Old English Level: English IV and Honors English IV Sources “The Ballad.” Grinnell College. Erik Simpson. 18 September 2011. Web. “Early Child Ballads.” PBM. Greg Lindahl. 18 September 2011. Web. Prentice Hall Literature: The British Tradition. Penguin Edition. 1 vol. New Jersey: Pearson Education, Inc, 2007. Print. Rationale The NCSCoS requires that we explore British literature, and medieval ballads were an important part of the evolution of British literature. Also, studying ballads gives us, as readers, insight into the lives of those living in the medieval time period much like studying music from our own culture gives us insight into the workings of our own society. Focus & Review Journal: One hundred years from now a historian is given songs from today to analyze and learn how we lived as a society. What kinds of songs would they look at? What assumptions do you think the historian would make about our society? Do you think that the songs would give them a good idea of what life is like today? Objectives Students will understand the history and composition of ballads and how they relate to medieval history. NCSCoS Standards 1.02 Respond to texts so that the audience will: make connections between the learner's life and the text reflect on how cultural or historical perspectives may have influenced these responses 2.02 Analyze general principles at work in life and literature by: discovering and defining principles at work in personal experience and in literature.