Examining the Music of Big Fish and Cold Mountain Essay

Concerning the genre spectrum, Big Fish and Cold Mountain are miles apart. The first is a magical assortment of reality and fantasy driven by a man running from a loved one; the second is a historical fiction propelled by a man seeking a loved one. In addition to the dramatic and thematic differences, the underscoring of both films is opposing in the methods used to achieve similar ends; namely, serving the five functions. Danny Elfman, the composer for this Tim Burton film, interlaced an intricate and organized underscoring for the film, forming a piece that rivals that of Edward Scissor Hands. A first noticeable difference between the two films is the sheer amount of underscoring and source music used in one film as compared to†¦show more content†¦No grudge is held against the compositions of Cold Mountain for the simplicity, as the film itself was a solemn, cold natured film. Cold Mountains frigid demeanor allowed for little expression in the musical moments, unlike in Big Fish, where Elfman was able to tap into the expressiveness of the film to add variety and expressionism to the score. Thus, the two contrasting natures of the films are what give birth to the contrasted leitmotive natures. Concerning the conciseness of the scores, Big Fish was overall bigger, louder, and more expressive. Both films did share similarity, in that, they both had moments of grandeur and score explosion; however, Big Fish has more of these moments. The cause of this effect is due partly to how much room each individual composer had been given to express his ideas. Cold Mountain had too much of the same theme to allow a free ranged compilation of a variety of musical ideals. Instead, because of the seriousness of the film, Cold Mountain had to use scoring more so in a time and setting manner, often resorting to massive amounts of source music. While Big Fish also used source music, there was much more underscoring, more then was presented in Cold Mountain. The many stories and magical tales told by William, Edward, and Jenny allowed for Danny Elfman to develop all sorts of musical ideas and themes, as in the interesting underwater music atShow MoreRelatedFeasibility Study for a Beach R esort16987 Words   |  68 Pages I. Project Background A. LOCATION BACKGROUND Mindoro is the seventh-largest island in the Philippines. It is located in southwestern Luzon, just northeast of Palawan.[1] It is about 10,000 square kilometers in size, and is the nearest big island to Manila. Two provinces make up the island, Mindoro Oriental and Mindoro Occidental. It is endowed with many attractions, and surprisingly, the island has been well preserved, as tourism is very much managed in the area. 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Rhetorical Analysis Of I Have A Dream Speech - 900 Words

The speaker of this essay that I will be writing about is Martin Luther King Jr. He was born on January 15, 1929, in Atlanta, Georgia at his family house. He was an American Baptist minister and activist who became the most visible spokesperson and leader in the Civil Rights Movement. Martin Luther King Jr. was a great American, worked for civil rights in the United States in the 1950s and 60s. He became so popular and well liked that he was hated just as intensely by those who disagreed with the equal rights movement. Kings efforts led to the 1963 March on Washington, where King delivered his I Have A Dream speech. He followed what he believed in, doing the right thing fighting for the civil rights, and even though terrorists started†¦show more content†¦With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.† He was describing his faith f or the future before we had freedom, he followed what he believed in, doing the right thing fighting for the civil rights, didn’t care about putting himself in a bad situation. He was saying this is our hope and this is his faith, on what he believed in that he goes to the south with, with this faith we will be able to chop or cut out of the hopelessness of faith to look forward to with desire and reasonable confidence. With this faith we will be able to change the arguments and the lack of disagreement between people of our history into a beautiful place and everything that happens we will be doing it together as a family and knowing that one day we will be free. In his speech he used sensitive words to the audience and intelligent use of style which made people cheer for him, touch their hearts, and agreed with him. In his speech â€Å"I Have A Dream† he said â€Å"I have a dream that my four little children will one day live in a nation where they will not be judge d by the color of their skin but by the content of their character.† What he said means that he has a dream that his four little children will one day live in a place where they will not be giving their opinion by the color of their skin but by their behavior.Show MoreRelatedRhetorical Analysis Of I Have A Dream Speech924 Words   |  4 Pagesis his â€Å"I have a dream† speech. The reason â€Å"I Have a Dream† speech made massive impacts, is due to It struck directly into the hearts of Americans both black and white making America realize just what is really going on in this world. King informed people about racial equality and fairness. This speech hit home so well just by the way he structured his speech. You can notice that MLK structures his speech to appeal to the different types of audience, supporting it with the three rhetorical modes;Read MoreRhetorical Analysis Of I Have A Dream Speech752 Words   |  4 Pages28, 1963 At the Lincoln Commemoration 200 ,000 individuals accumulated after the Walk on Washington. This is the place Dr. Martin Luther conveyed his discourse I Have a Dream to America. He talked about the treacheries of isolation and separation of African Americans that was occurring in our country. In his first explanation he stated, I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. In this announcement heRead MoreRhetorical Analysis Of I Have A Dream Speech1198 Words   |  5 PagesThe, â€Å"I Have a Dream† speech given by Dr. Martin Luther King Jr. is arguably the most emotionally moving and persuasive speech of all time. But, to understand the speech one must first understand the context. At this time, the slave era was far gone but, not forgotten. Negro men and women were still experiencing segregation in the 1960’s. There was negro bathrooms, negro schools, negro water fountains, and even negro restaurants. Martin Luther King Jr. was an influential black man who took on theRead MoreRhetorical Analysis Of I Have A Dream Speech1058 Words   |  5 PagesMartin Luther King Jr’s â€Å"I have a Dream† demonstrates the combination of the rhetorical appeals to support his argument for equality and social justice because he draws attention to the past history of America’s Injustice and oppression towards black Americans. One of the explanations that the I Have a Dream address by Martin Luther King Jr. is memorable is that it contains a superb balance of Aristotles 3 rhetorical appeals: attribute, pathos, and logos. Ethos is associate charm to authorityRead MoreRhetorical Analysis Of I Have A Dream Speech1061 Words   |  5 Pagesleader in the Civil Rights Movement. He is widely known for his speech that took place on 28 August 1963, â€Å"I Have a Dream.† This speech aimed toward the entire nation. King’s main purpose in this speech was to convince his audience to demand racial justice and for them all to stand up together for their rights. In this speech, King uses emotional and logical appeal to gain the audiences support. He applied many rhetorical devices to his speech to connect with the audience’s emotions, and to logicallyRead MoreRhetorical Analysis Of I Have A Dream Speech865 Words   |  4 Pagesin history. Throughout his speech, King employs many rhetorical devices that further his appeal for civil rights. King establishes his credibility as soon as he steps to the podium. King, an American civil rights activist and leader, was already known by the American peo ple for his leadership throughout the civil rights movement. His leadership role as a civil rights activist asserts his message as credible and true to the American people. King’s â€Å"I Have a Dream† speech addresses the grueling topicRead MoreRhetorical Analysis Of I Have A Dream Speech768 Words   |  4 PagesBrandon Lim CU English 9/29/17 P:2 Using a variety of rhetorical devices, Martin Luther King Jr’s purpose of his â€Å"I Have A Dream Speech† takes a huge step for black americans by voicing the opinions of the people in a civil, non violent manner. He’s a role model for future activists to present the point clearly without hostility or anger, but with a firm tone and many of rhetorical devices. Dr. King gives the speech to help his cause of nonviolent activism against segregation and in favor of civilRead MoreRhetorical Analysis Of I Have A Dream Speech901 Words   |  4 PagesOne of the most acknowledged Civil Rights activists in this history of the United States, Martin Luther King, in his empowering speech, â€Å"I Have a Dream,† proposed his desire for racial equality across the globe in a strong-minded manner. King’s purpose for both writing and orally publishing this speech at the March on Washington affair was to motivate his audience into demanding racial justice and an amalgamated society for all people. He acquired a shameful but dedicated tone as he described theRead MoreRhetorical Analysis Of I Have A Dream Speech768 Words   |  4 Pagesâ€Å"I Have a Dream† Speech Martin Luther King Jr. presented his â€Å"I Have a Dream† speech in 1963. His main purpose of the speech was to drive the idea that everyone deserves and should have freedom and equality. As a civil rights activist, King presented his speech at a protest as he puts across this message. His audience is the country, but specifically those who are against equality for all people. He tried to convince and explain why all people deserve to be equal and have rights that all whiteRead MoreRhetorical Analysis Of I Have A Dream Speech1181 Words   |  5 Pagesrights activist shortly after attaining his doctorate in theology from Boston University. He later went on to deliver one of the finest speeches in United States history on August 28, 1963 entitled â€Å"I Have a Dream.† Over 200,000 people arrived to hear King deliver this speech. King uses a number of rhetorical devices to accentuate his point such as metaphors, antitheses, as well as anaphora’s. In addressing the nation Dr. Martin Luther King Jr effectively uses the appeals of Ethos, Pathos and Logos to

Piano Concerto in a Major, K. 488 Free Essays

Mozart completed the Piano Concerto in A Major, K. 488, in March 1786 and it is a graceful piece in three movements. It used a small orchestra with two flutes, two clarinets in A, two bassoons, and two horns in A, along with the usual string orchestra. We will write a custom essay sample on Piano Concerto in a Major, K. 488 or any similar topic only for you Order Now The first movement embodies the form called a â€Å"sonata form with double exposition. † This form is common in concerti and one feature of this form is that the first exposition does not end with a double bar and repeat sign indicating a literal repeat of the exposition. Instead the first exposition is for the orchestra without the soloist, and does not modulate to and conclude in the dominant, but stays in the tonic key throughout. When the soloist enters a second exposition begins which does modulate to the dominant key (or relative major if the work is in a minor key), and the second exposition does indeed cadence in the dominant. The only other variance from a standard (non-concerto) sonata form is the traditional cadenza, which occurs near the end of the recapitulation of the movement. The second theme is presented following a transitional section. In the first exposition it is in the key of A, but in the second exposition it is heard in the dominant key of E Major. This phrase ends with a half cadence, and the following phrase ends with a PAC, creating a double parallel period. The closing theme is more intense in character and features interplay between the winds and strings as well as frequent use of the borrowed subdominant chord. It includes a number of different melodic ideas and concludes with a strong beat PAC in A Major in measure 62. The second exposition begins in measure 67 with the first theme stated by the solo pianist. The major difference in this exposition is the modulation to the dominant key of E Major, which takes place in the Transition section in measures 82-98. This second exposition ends in a surprising way in measure 142 with the half cadence falling on the fourth beat of the measure and the music abruptly ceasing, creating a dramatic pause that is followed by an entirely new theme, which begins the development section. This new theme is in E Major and provides virtually all of the melodic harmony heard throughout the development section. Following this embellished theme in E Major, the music begins to fragment this new theme and moves into key areas associated with the key of A minor as opposed to A Major. The keys touched on include E minor, C Major, F Major, and D minor. An especially nice passage is found in mm. 170-178. It features the clarinet and flute in a canon based on the ‘new’ theme, while the soloist maintains a running sixteenth note figure. Harmonically it begins in the key of D minor and traces the circle of fifths to a cadence on an E major chord in measure 178. Since E Major is the dominant chord of A Major this initiates a prolongation of the dominant of A Major in measures 178-189. A sort of â€Å"mini-cadenza† occurred in 189-198, which leads to the Recapitulation beginning in measure 198. The Recapitulation restates all of the themes heard in the exposition, now all in the key of A Major, with the soloist and orchestra interacting, unlike the first exposition. A particularly long Coda section begins in measure 261 with the reintroduction of the development section’s ‘New’ theme, presented now by the soloist alone, and in the key of A Major for the first time. Like the beginning of the development section, including the dramatic pause, it is followed by the placid restatement of the ‘New’ theme by the orchestra (290). This breaks off though and leads through a series of forte chords to the traditional tonic 6/4 chord paving the way for the cadenza. The cadenza is fundamentally a greatly expanded prolongation of the V chord. Following the cadenza the orchestra enters in a forte tutti statement with material drawn from the closing theme first presented in measure 49. A decisive PAC in A Major occurs in m. 309 followed by a prolongation of the tonic chord to the movement’s end. How to cite Piano Concerto in a Major, K. 488, Essay examples

No Child Left Behind free essay sample

No Child Left Behind, also referred to as NCLB, is a funded Federal Government program that was enacted in 2001. The purpose of NCLB is to ensure that all children have equal access and opportunity at obtaining a high-quality education, while at the same time being proficient in state academic assessments. The NCLB Act contains five principles that schools must abide by in order to meet the standards for qualification. These principles include: a) strong accountability for results; b) expanded flexibility and control; c) teaching methodologies based on scientific research; d) more options for parents; and e) well-qualified teachers. These principles play an important role in ensuring that all children get the education they need. This paper will discuss the pros and cons of each one of these principles and explore how they affect diverse learners. Principles of the NCLB Act The first principle, strong accountability for results, includes standards schools must follow to make sure each pupil meets the minimum standards set forth by NCLB. We will write a custom essay sample on No Child Left Behind or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To satisfy the standards, students must meet adequate yearly progress (AYP) through testing against curricular objectives. When the test scores fall below minimum requirements, the school has two years to make changes and bring scores up. Testing begins on the third grade, and continues until the eighth grade. Many people, including myself, feel that this standard has pros and unintended cons. On the one hand, it’s a good thing to assess students’ performance against curricular objectives, and to have tests to measure that progress. We all deserve to have schools in which students are really learning. On the other hand, there is the unintended consequence of having the schools â€Å"teach to the test† (TTTT), which means that students might be in a situation where they learn what is tested, instead of having a more analytical learning. The second principle, expand flexibility and control, involves the specifics of what makes the NCLB program a success. It’s the principle that gives teeth to the testing process. If a school’s assessments are below NCLB standards for two consecutive years, the parent(s) or guardian of pupils can transfer him/her to a different school. If after three years they are below NCLB standards, they become eligible to receive tutoring. In the event the student is below NCLB standards for four years, the school steps in to take corrective action. In my opinion, a con of this principle is that the school should step in before the student is transferred to a new school; there is little good derived from simply transferring to another school if the pupil continues falling behind as a result of having poor basic skills. If the child has basic deficiencies, a tutor should be assigned as early as possible, as recovering lost time becomes more and more difficult. Waiting three or four years to assign a tutor might be futile. As indicated above, the third principle is providing parents/guardians more options and control when their child falls below minimum standards. As mentioned before, parents can transfer their child to a new school or have them tutored. I believe the pro of this principle is involving the parents in the decision-making process of their child’s education, particularly when the child is falling behind. The fourth principle corresponds to applying educational methodologies based on scientific methods. As per the NCLB, schools should fund only programs that are proven to work through the scientific method. This principle is good in that it ensures schools spend money on effective programs; instead of continue investing money in programs that have already been proven to be ineffective. Schools have an incentive to select good programs that have been proven to work. The fifth principle corresponds to having well qualified teachers, who have the necessary training. To be qualified to teach, educators must: a) have a college degree with full certification; and b) pass necessary testing. This principle has a definitive pro in that it ensures schools have personnel that are competent, qualified and have the skills needed to help students learned, including diverse learners. In summary, I feel that the NCLB act is based on some good principles that have the best of intensions: at its core, NCLB seeks to keep students in school, make schools more accountable and better, have qualified teachers, spend budgets on effective programs, and give parents options when the schools don’t perform. NCLB also has critics, like any other government initiative; a major concern is whether it will give schools an incentive to TTTT, to make sure students meet minimum testing requirements. References Rosenberg, M. S. , Westling, D. L. , amp; McLeskey, J. (2008). Special education for today’s teachers: An Introduction. Upper Saddle River, NJ: Pearson/Merill/Prentice Hall. Carleton University. (n. d. ). Pros and cons of NCLB. Retrieved from http://www. carleton. edu/departments/educ/Vote/pages/Pros_and-Cons. html