tragoed Metamorphosis of the Tragedy in Oedipus Rex,...

Metamorphosis of the Tragedy in Oedipus Rex, Hamlet, and Desire Under the Elms Tragedy is considered by many to be the greatest of the genres. Often something goes wrong and exposes something great. Characters generally have more depth as evidenced by Hamlet. Tragedy shows up in the great periods of history: Classical Greece, Renaissance, and the early 20th century. It is a far more complex genre than comedy or romance. It teaches people to think since the storylines never have a simple answer or resolution. We see this in Desire Under the Elms. Family relationships and inheritances are complicated and even when Abbie kills the baby, Eben decides to join her in her guilty plea when he is clearly not a participant in the†¦show more content†¦The Oedipal complex occurs, Freud believed, with most young boys. The father is seen as a rival for the mothers affections. Young boys soon realize that this idea has a vale of silence surrounding it and, as a result, they suppress these instincts. Playwrights use their plots sometimes for a psychological revealing of these taboo issues. The Oedipal Complex is at the center of the play Oedipus Rex and was, obviously, named for the title character. The oracle said that Oedipus would kill his father and marry his mother. In Hamlet, a closeness can be felt (and seen in the movie) between Hamlet and Gertrude. Shakespeare seems to have been pointing to the issue when he wrote the bedroom confrontation scene between Hamlet and his mother and even had King Hamlets ghost appear in a nightshirt. In Desire Under the Elms, Eben and his brothers voice their wish that their father were dead. They all had their first sexual experience with the same prostitute, but the complex really becomes clear in the parlor scene between Abbie and Eben and Ebens mothers ghost. Abbie offers to replace his mother and they make love for the first time in her room. The hero in tragedy has evolved through the years. In Classical Greek plays the hero was nobility and often a king, as with Oedipus. In Renaissance literature, or at least the sample we read, the hero is still noble but is now the prince rather than the

A Good Life essay Free Essays

string(104) " After opening up with one another and sharing each other differences, the company is great place work\." The Good Life Denise West April 14, 2013 Siena Heights University Gail Ryder Introduction A good life is what everyone desires. But what is actually a good life? Many people have their own interpretation of what a good life is. Society today has a different outlook on what is an acceptable lifestyle. We will write a custom essay sample on A Good Life essay or any similar topic only for you Order Now Many people are influenced with the perception of how an individual should live their life. Some often find themselves trying to fulfill their happiness through America’s perception on how they should live. Instead they become disappointed with the disapproval of others and often forget what happiness really means to them. A good life consists of maximizing happiness. Many believe wealth, power, and respect brings happiness. I happen to disagree. I believe wealth and power bring sorrow and problems. The philosopher Socrates did not approve happiness was result of affluence and material consumption. He believed a rich and active mind is happier than a consumer of finer foods and expansive clothing (De Botton, 2000). Whether it is positive or negative, as long is the individual accepts and is happy of his or her own life, then they are living a good life. My life revolves around a combination of these six themes: education, work, ethics, relationships, spirituality, and success. In my essay, I will give my expertise of a good life. I will share thoughts of my life and give examples of each theme of why live the way I do. Education I believe education is a lifelong process that consists of both formal and informal experiences that lead to the individual learning something. The setting could be a home, a school, a workplace, a volunteer position, or an internship learning experience. Education is an ongoing mix of experiences; I think an educated person is a one who has made the most of each experience and learned from it. One should possess the general knowledge needed for making informed rational decisions and inferences on familiar and novel situations in personal and intellectual life. An educated person should also master of the general thinking abilities required for making informed intelligent decisions, estimates, assessments, and inferences. Philosopher Montaigne was an educated man with great wisdom. He spent most of his spear time in a circular library reading books (De Botton, 2000). I was raised by a family who is very educated. My mother and father have master degrees. My sister is a graduate student at Kansas State University. My father pushed my sister and I our entire lives of the importance of education. I receive a tremendous amount of support from my parents, family and friends. They continuously motivate me to be successful in completing and continuing my education. My plans for education are to continue to graduate school. Later in life, I am interested in teaching secondary education. I have a lot of inspiration and support from others and I am determined to succeed. I instill the importance of intelligence to my children. I agree with Montaigne’s two categories of knowledge: learning and wisdom. â€Å"In the learning category his placed logic, etymology, grammar, Latin and Greek. And in the wisdom category he places a far broader, more valuable kind of knowledge, everything that could help a person to live well† Montaigne’s intentions were to assist people† live happily and morally â€Å"(De Botton, p 153, 2000). These are two categories that keep me hungry for more. I often find myself harder on my son, because the graduation rate has dropped tremendously and it continues to decline. Depending on what aspiration a person has, having an education qualifies for great employment. Work The will power, motivation, and education are a good start in performing the ideal job in the workplace. The ambition and excitement of commuting to work daily is great feeling. A good work environment improves satisfaction and productivity. When a person is unhappy in the workplace, it is a drag waking up each day to return to that place of business. Philosopher Epicurus believed the tension starts to show at home and we often point the finger at work (De Botton, 2000). It is important to be able to balance work and home to manage a positive work environment. Having a stress free job as well having fun and believe in your work is part of the good life. A good working environment is important for employee morale. It builds strong relationships between associates and among the biggest motivating factors in the workplace. I enjoy the work I do on a daily basis. It is a challenging job that requires an outgoing personality, sales drive, and patience. The down fall of my workplace is the associates and environment. We lack communication and the ability to coach each other to improve the workplace. The location in an urban area limits the opportunity of sales growth, variety customer base, as well as deepening relationships. At times, I felt the same pain as Epicurus. We both started to wonder if were on the correct career path. One thing I lack in the workplace is empathy. I meet a lot of people each day. Many customers have personal problems they choose to share with me. Many times I can’t relate, because I have not experienced it. I represent my employer, and I am branded by them. I have to maintain a certain image and give great impressions. My supervisor has coached me on empathizing with my customers. We role play each week, and he has given me different conversation tools to better assist my customers. I want to give my customers a great experience each time they visit. To minimize tension, and misinterpretation, I will start utilizing 360 coaching. This is a tool recommended by my employer. Associates coach each including management. We give positive feedback to each other on how we could improve. This should help my team with any disagreements one may have with another associate. After opening up with one another and sharing each other differences, the company is great place work. You read "A Good Life essay" in category "Essay examples" Communication is the key to every success. With our recent suggestions and improvement, I believe everything will work out great. Ethics Ethics is a concept of morality principles. It defines the standard behavior which tells us the most common way of society: good, bad, right and wrong. The book Affluenza written by authors Graff, Wann, and Naylor have great information on living a good life daily minimizing consumption. â€Å"Affluenza is a painful, contagious, socially transmitted condition of overload, deft, anxiety, and waste resulting from the dogged pursuit of more† (Degraff, Wann, Naylor, p. , 2001). Afflenza respects those perfectly human desires, and seeks to create ways to make comfort, elegance, and enjoyment more genuine and durables than purchasable, perishable commodities (Degraff, Wann, Naylor, 2001). Unfortunately, I struggle with Affuenza. My finance and I live a certain lifestyle. Our lifestyles boil down to become expansive. We often find ourselves caught u p in what we feel we have to have or need, such as hair, nails, brand name clothing, jewelry, and restaurants. We also have plenty of unnecessary bills only because they are available resources to us. We are not utilizing the product or service for what it is worth. We have more stuff, less time, and our quality of life seems to be deteriorating (Degraff, Wann, Naylor, 2001). As we move forward in our lives, I try to educate my finance of Affluenza and suggested a variety of ways will can save time and money. I plan to start tracking our daily spending habits more closely. If we cut back on luxury habits we could save thousands a year. We are coming to together and taking it one day at time. It is difficult to change some things you are accustomed to. Overcoming this disease is important to us, because we are embarking on a higher level in our relationship. We are currently testing our new ideas to happiness in our lives. Hopefully the results give us some leeway to plan what matters most to us, and how we will cherish our years to come. Relationships One of my biggest challenges of my life is my relationship. There is nothing more important than the quality of my relationship. My relationship influences the major decisions I make and is a large part of my happiness. Relationships can be very stressful at times. They require at lot of listening, effort, and compromising. Both parties have to be willing to sacrifice in order to move forward. A fundamental to a strong relationship is commitment. Commitment to making a relationship strong and healthy is the basis on which it will mature. Relationships take plenty work and effort. Compared to life itself, relationships are aggressive and intense because we are forever changing. A durable relationship need continuous nurturing and that takes commitment from both parties. Our commitment to the relationship is unconditional caring about maintaining and improving our relationship, even during times of anger or disappointment. There may be times when I am not even sure I like him, but I am committed. My strong commitment reminds me of Epicurus views of friendship. At first he thought pleasure brought him happiness. He eventually had a change of heart and found that the loyalty of friendship is what matters most (De Botton, 2000). I will spend the effort to sustain relationship during tough times. The motivation of keeping our family together saved us. We put our differences aside and our children first. Their security is most important. Our determination led us to our engagement. We are set to wed next summer. Spirituality One doesn’t need either the bible to instruct one in prudence; nor the fear of divine retribution to provide the incentive† (De Bottom, 2000). Epicurus shows us how morality can be founded upon prudent self-interest. I was raised a Christian. Philosopher Nietzsche called Christianity â€Å"the religion of comfortableness† (De Bottom, p. 238, 2000). Until my grandmothe r died in 1993, my family and I attended church regularly. As an adult, continue to believe in the Christian Religion; however I do not practice it. I currently do not the bible for a number of reasons. I do not want to be put in a category as a hypocrite. I am uncomfortable in committing to a religion if I am not ready to live righteously. I don’t want to find myself going back and forth and continuously repenting to the Lord for sins I have committed. The second reason I do not practice Christianity is because I do have a church home. I have not find a church where I felt comfortable worshiping. In the past, I found myself visiting a variety of churches and none felt right to me. I started to wonder, I am looking in the right religion? Maybe there’s another religion that makes more sense to me and has a place where I could worship and feel comfortable. The significance of any religion lies simply in the answer to the question: why do I exist, and what is my relationship to the infinite universe that surrounds me? â€Å"It is impossible for there to be a person with no religion as it is for there to be a person without a heart. He may not know that he has a religion, just as a person may not know that he has a heart, but it is no more possible for a person to exist without a religion than without a hear â€Å"(Leo Tolstoy, 1879). As I read this statement from Tolstoy Confession, I thought about my current situation. Tolstoy was a philosopher who came to believe that he had â€Å"accomplished nothing and his life was meaningless† (Patterson, p. 5, 1983). The third reason I do not practice Christianity is because my finance study’s another religion. I have taken in to consideration to research his religion and to a common ground and decide which religion is best for me. Either way, we both have to agree on the same religion. It is important we raise our children with the same values to live a good and happy life. Success The meaning of Success comes in many forms, and a variety of meanings. It defines what you are searching for in life. It is within the perception of the individual. A large portion of one’s life is spent working to become successful. People are told during the upbringing to work hard so they earn make lots of money. People have a variety of interpretations of what success means to them. Socrates says, â€Å"One who understands the limits of the good life knows that what eliminates the pains brought on by need and what makes the whole of life perfect is easily obtained, so that there is no need for enterprises that entail the struggle for success† (De Botton, 2000). Success is often measured by social status and wealth. I determined success by the amount of happiness one feels. I live my life by planning. This is task that I put in place to organization my life. Time management is important to me. I currently have a blue print for my life. It is sectioned in four categories which are three weeks, three months, one year, and three years. This is a tool used to set goals and manage my life. Each year I review my blue print to ensure each goal is accomplished. My goals are similar to the six themes I have discussed. I consider myself to be a successful person. I have managed to complete every major task I have set forth. I have an outstanding family with two beautiful children. I am scheduled to graduate in December 2010, and I have an awesome job. I am in process of simplifying consumption, and we are working toward spirituality. These are important goals that I and my family discuss on a regular basis. I continue to stay open for suggestions and constructive criticism. I am willing to explore whatever is necessary to work toward a wonderful and happy life. This year is a successful year. Conclusion We think happiness is good, therefore we seek it. The search for happiness can be endless if you do not know what you are searching for. Individuals find themselves never accomplishing their goals. We can choose to enjoy the adventure and explore as much as possible. Try to make a conscious resolution to be content. By having a peace of mind and satisfaction means you are happy with what you have and what you are. I received my results of a good life with a history of effectiveness and success. I have a general sense of what I feel are the best ways to get things done. I set of process and principles that has worked well for me over many years. I am a detailed person who manages time, plans for the future, and a fan of great strategy. I choose to ignore the setbacks and I look at the big picture in order to guide myself and my organization to maximum results. A good life is a combination of many things. Everyone has their own interpretation of what a good life is. It starts with self development within individual. Many philosophers such as Epicurus and Socrates believe pleasure brings forth happiness (De Botton, 2000). I happen to agree. Nothing matter to me more than my happiness. It is up to the individual to decide what pleasures them most. My life has had its many shares of a rollercoaster. I have made and learned from my mistakes. There is not anything that I regret nor wished didn’t happen during the years of my life. Without my mistakes, I would not have the opportunity to learn and grow. As a whole, I cherish my life I believe it is great. I am thankful for awaking each morning and for blessing me each day I have no reason to complain. I have experienced more than I ever dreamed of. Most importantly, I am blessed in being a mother. My family is extremely important to me. They complete each and every accomplishment. In combination of each principle, task, and theme they all relate and evolve around one specific goal which is my family. What a great life! References De Botton, A. (2000). The Consolations of Philosophy. New York: Pantheon Books. Graaf, J. , Naylor, T. , Wann, D. (2001). Affluenza. San Francisco: Brerrett-Koehler Publishers, Inc. Tolstoy, L. (1993). Confession. Translated by David Patterson. 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Approaches in teaching music at primary level Essay Example For Students

Approaches in teaching music at primary level Essay Approaches in teaching music at primary level Background of Delaware Approach ?mile Jacques-Delaware ( 1850 1950) was a Swiss composer, musician and music educator who developed arrhythmias, a method of learning and experiencing music through movement. According to Delaware (1921), Mile Jacques-Delaware was a multi- faceted performer and pedagogue who designed a method for teaching music and rhythm, and with this method an entire school of thought. In the early twentieth century, Delaware created a three-pronged approach to the study of music using arrhythmias (the study of rhythm), solo ©GE and improvisation. This method of teaching explores the relationship between mind and body and the movement of the body through time and space. According to De Sock (1989:115), College is aimed at developing the sense of musical pitch and tone relations and the ability to distinguish tone qualities. On the other hand Improvisation is aimed at developing the capacity of free invention whilst Arrhythmias is set to give students the feeling for musical rhythm through body movement. In the Delaware arrhythmic plan is the use of the piano on which the teacher improvises cues for the instant body response, n the free expression of the basic music concepts such as dynamics, tempo and pitch. The Delaware method helps a child develop the expressive possibilities of his body in his own way. The Delaware plan expresses individuality. Like Kodiak, Delaware also accepted that rather ear training and rhythmic movement start before instrumental study. The idea here is that what has been synthetically experienced will be more easily translated onto an instrument at a later stage. The Delaware Approach According to Delaware, music is composed of sound and movement. Sound is a form of movement. Delaware sought to unify mind and body in the study of rhythm, which for him consists of movements and breaks in movement. It is because of the connection between sound and movement that he considered certain traits essential in all professional musicians: ear training, rhythm and the ability to externalities inward sensations. As highlighted by Simian (2008), music education facilities around the world advocate Dalliances method, employing it at all age levels, from toddlers through adulthood. While it is commonly thought to be primarily a childrens class, his method was originally designed for college students and remains in use across he globe. Referring to Buchanan (1991), there are three components to the Delaware approach to music education. The arrhythmias section which deals primarily with the exploration of time and duration; the solo ©GE method deals with more concrete concepts. The improvisation portion nurtures creativity and invention in music. These three methods come together to solidify music skills in all areas of music, including music theory. A common way to use the Delaware method in music-theory education is the employment of solo ©GE. This is one of the first things generally taught in Approaches in teaching music at primary bevel 2015 Copy By sailors previous solo ©GE training, use the fixed-do system, referring to C as home. The students begin by standing on one side of the room with their feet on home. As you play the scale, the students take a step forward for every ascending syllable and a step backward for every descending syllable, eventually returning to home. This exercise introduces the syllable names, applies them to different pitches, and also lays the foundation for active listening (ascending and descending). Next, sing groups of three consecutive notes and the students decide whether it was ascending or ascending. Reinforcing the same idea through different movements is an effective way to fortify the concept. According to Delaware (1930), young children do not generally have the musical training t o label intervals, but they are able to at least hear and interpret them. To visually represent the concept of an interval, place cards printed with solo ©GE syllables on the floor. Students can then see that the ascending interval do-FAA is smaller than the interval do-la. The students can step alongside the cards for a visual and kinesthesia representation of the relationship between solo ©GE syllables. After the students gain a physical sense of how the intervals relate to step size, repeat the exercise with the cards removed in order to strengthen the kinesthesia connection. An important aspect of ear training is differentiating between and reacting to a variety of sounds. In order to achieve this understanding, as noted by Simian (2008), one can choose to use a game discussed in Else Finalitys book Rhythm and Movement: Applications of Delaware Arrhythmias. This activity involves passing a ball around a circle while responding to various aural stimuli. Begin with a simple distinction: starting and stopping the music. When the music stops, the student with the ball must freeze until the music begins again. Students are then asked to pass the ball in the opposite direction at the signal of two high notes. Another signal, a low rumbling from the bass of the piano, indicates that the student passing the ball should skip the next person. Children can be encouraged to hear phrase patterns and the occurrence of cadences using the Delaware method. A common activity asks students to draw the music they hear, letting the marks on the paper follow the music. The teacher can demonstrate this with an example, likely a revered line following the shape of the music. The students may begin by making arcs in the air before making any marks on paper. In this exercise students become aware of the direction of the musical line, as well as the resolution at the end of the phrase. Practices based on Delaware methods may be used effectively at the college level in first year theory courses as a way of recognizing chord quality. For example, three students may be used to represent the notes of a major triad. The distance between the first two students is larger than the distance between the second two students, presenting the difference in interval size between major and minor thirds. The middle student, representing the third of the chord, may take a step closer to the first student, the root, demonstrating the difference between major and minor triads. The exercise may also be used to illustrate augmented and diminished chords. Students may be asked to sing the pitches in each example to aurally represent the kinesthesia activity. Chord resolutions may also be represented using a similar physical model. Delaware method explores the connection of mind and body in music through a variety of kinesthesia/aural activities. This method allows students to can benefit from experiencing the music physically in connection with their aural experience. These exercises may be a useful addition to music theory courses at any level, and benefit students of all ages. Basic Features of Arrhythmias (Rhythmic Movements) There are number of basic features of arrhythmias in the teaching and learning of music. A) Although it was originally conceived as an aid to young adult music students, as noted by De Sock (1989), it has been successfully adapted for children. ) Young children may be taught musical concepts such as dynamics, tempo, and pitch through body movement. ) With the Delaware method believing that rhythm is the fundamental force in all art (especially music) use is made of the childs natural loco motor movements as the basis for the rhythmic movement of his method. D) The child learns to distinguish between, and respond instantly to the characteristic rhythms of each of these loco-motor movements, improvised on the piano by the teacher, (walking, marching, running, trotting, skipping, galloping, Jumping and swaying). Eminem was right: what can today's music EssayMusical concepts are learned through singing, chanting, dance, movement, drama and the playing of percussion instruments. Improvisation, composition and a childs natural sense of play are encouraged. The Roof Approach The main thrust in Roof approach to music education is that music, movement and speech form a cohesive whole and that is elemental music. According to De Sock (1989), elemental music is unsophisticated, using small sequence forms (station and rondo), the goal being to bring music within the range of every child, employing the child as a participant rather than as a listener. Carl Roof believed that the music development of children corresponds to the growth of music history and, as such, music teaching must proceed through a series of stages recognizing that: a) Rhythm harmony and therefore precedes harmony Rhythm *Melody ?+ Harmony The rhythmic patterns are experienced through speech patterns taken from the hills roots, thus his own name, vocabulary and nursery rhythms, These rhythmic formulas are then reproduced by clapping, stamping and finally on instruments. Through the combination of rhythm, melody, speech and movement, elemental music becomes more elemental music and never sophisticated. The nature of this elemental music gives the child of any age the opportunity to explore and develop his/her talent creativity. Roofs educational philosophy resulted from, and was influenced by an interest in the work of Delaware and Lab who showed the possibilities of movement and its combination with music. Realizing the endless possibilities of the latter, Roof set about changing the instruction of music into something different from what had, up to then, been accepted as usual. Roof shifted the emphasis from the harmonic to the rhythmic, by disassociating himself from the exclusive use of the piano in physical education, by encouraging students to improvise and compose their own music, and the need arose for instruments which were not only preferably rhythmic, but unsophisticated and easy to learn (De Sock 1989, page). To meet the above requirements a suitable instrumental ensemble had to be invented. Roof developed an instrumental ensemble of mellow, delicate timbre, easy to play and of excellent quality, these instruments are closely related to primitive models or the instruments of a non-western cultures. De Sock (1989) states that Roof instruments, both melodic and non-melodic have added advantage of being designed to require only large muscle movements, although they do require some playing technique, page. However, use of the piano as an accompaniment to surging or instrumental playing is not part of the Roof plan. Playing from memory is encouraged, especially in the early stages, while reading notation is not disregarded ND is introduced early in the course. (Landis and Carder, 1972) coded in De Sock(1989), believes that where as in the traditional study of music, memorization is a culminating activity, Roof felt that singing and playing should not be dependent on musical scores and that memorization be a natural beginning skill. Roof defined the ideal kind of music of children as never music alone but music connected with movement, dance and speech. Musical ideas are consistently explored through this array of active means in increasingly sophisticated ways. The activities are singly or in combination to involve the entire class in learning. Speech The inherent rhythm in the childs native language is an important resource Roofs approach. The rhymes, word games, riddles and poems from the childs heritage offer unlimited possibilities for exploring musical elements. Spoken rhymes may be clapped and perhaps transferred to unpainted percussion instruments. Speech activities are also well suited to the development of literacy and improvisation skills. A close relationship to singing is another important reason for including it in a total music program. Movement The importance of kinesthesia aspect of musical performance is well understood by Roof. Roof acknowledges physical response as the foundation upon which group music making is laid. Roof does not view movement study as an end itself but as another means towards musical and emotional growth. Music and movement are and tempo. Movement in the Roof begins with elemental movement and untrained natural action common to all pupils such as walking running skipping Jumping etc. Hillier are given freedom to move while singing and playing instruments. Instruments Children are fascinated by sound and a few can resist the opportunity to experiment with sound. In an Roof ensemble students will learn to listen appreciate and to help one another in collective musical endeavourers. Sound realization for poems, stories, melodic accompaniment and instrumental pieces are Just a few of the many group music making activities facilitated by musical instruments. His approach is very effective in teaching any instruments to pupils. Characteristics inherent in the Roof philosophy of music education The melodic starting point in pitch training is the natural child chant for Roof, like Kodiak, believed in moving from simple to the complex. Roof expected the children to create station patterns and burdens in atherosclerosis, and he constantly wrote them into the models he provided Motives were taken from the song and used in the introduction and accompaniment of the song Speech patterns were to begin with simple words and progress to complex speech canons The distinctive Roof ensemble of instruments was used. Rhythm is seen as the most vital element in music and as such, is common denominator in speech, movement, singing and improvisation Creative is vitally important in the Roof method The types of music and instruments typically used Folk music and music composed by the children themselves are mostly used in the Roof classroom. The music generated in the Roof Approach is largely improvisational and uses original tonal constructions that build a sense of confidence and interest in the process of creative thinking. Students of the Roof Approach sing, play instruments, and dance alone as well as in groups. Songs are usually short, contain station, are within singing range, can be manipulated to be played in a round or ABA form. Music is chosen with strong nationalistic flavor, being related to folk songs and music of the childs own heritage. Music can also be anything from nursery rhymes to songs that are invented by the children themselves. Roof-Schuler music is largely based on simple but forceful variations on rhythmic patterns. This makes for very simple and beautiful musical forms, which are easily learned by young children, and is also useful for adults and thus it has a universal appeal. Xylophones (soprano, alto, fashionableness (soprano, alto, bass), glockenspiels(soprano and alto),marimbas,castanets, bells, maracas, triangles, cymbals (finger, crash or suspended), tambourines, timpani, gongs, bongos, steel drums and conga drums are UT some of the percussion instruments used in the Roof classroom. Other instruments (both pitched and UN-pitched) that may be used include: The lesson Although Roof teachers use many books as frameworks, there is no standardized Roof curriculum. Roof teachers design their own lesson plans and adapt it to suit the size of the class and the age of the students. For example, a teacher may choose a poem or a story to read in class. Students are then asked to participate by choosing instruments to represent a character or a word in the story or poem. As the teacher reads the story or poem again, students add sound effects by playing the