Summary Of Hayley's Performance Observation

Officer Susan Haymaker adjudicates most I Form and N Form types adjudications. She assists at the Info Counter for customer inquiries. She helps with naturalization ceremonies and assists in a congressional inquiry line.

Cortney. The first few lessons I attended I was advised not to even touch the bow. Before wielding the bow, it was imperative that I learned the basics of the strings, the notes they produce, and the parts of the violin. This nonetheless was just as exciting to me as playing Tchaikovsky’s 1812 Overture. I began my violin studies through (and continue to practice today) the Suzuki Method, a school of teaching based predominately around training the student to recognize their own mistakes, and to correct them accordingly. Due to this, students learning through Suzuki tend to progress at a substantially slow rate to begin with, until suddenly, something ignites, and the student begins to progress much more rapidly than before. The Suzuki Method admittedly discouraged me at times. Maybe it was because I was only allowed to learn pieces by listening to recordings, and not reading music, or perhaps I found playing Twinkle Twinkle Little Star literally hundreds of times a little too repetitive. Yet I persisted. Consequently, the Suzuki Method and Mrs. Cortney have molded me into a much more refined violinist than I would have ever become through any other method, as well as taught me the values of discipline and

She provided a brief description about the songs to the listeners to make it more lively and yes, she recited some of the lines fast. I was immensely engaged

When the concert first began, the three instrumentalists walked with energy despite their age. The first song, “Sonata I in G-Major Op. 2, Nr. 1” by Michel Blavet, was a Baroque Sonata. There were five movements and was played by the harpsichord, flute, and cello. All movements of the song were polyphonic because of the three instruments that had different parts and equal importance. In the first movement, I noticed that the flute tended to rise in pitch. In the second movement, I noticed that the melodies often repeated. Throughout the rest of the song the tempo changed from fast to slow and the flute would usually take the lead. On the last movement, the cello and the harpsichord

Ronnie’s School of Music was thus established and open its doors for the first time in 1987. Currently, LaBeau teaches a wide variety of instruments, predominantly the piano, the guitar, and voice, but she also offers lessons in the ukulele, the violin, and many more. LaBeau guides students in whatever instrument they so choose, making certain that the students’ passion to learn music is met. One of her current students, Angelica Montes, remarks, “Mrs. LaBeau is open to whatever instrument you want to play, and the best part about it is that she’s so helpful and encouraging. My friend wanted to play the banjo, and Mrs. LaBeau helped her out. So for the upcoming recital, my friend and I are going to have this intense banjo/guitar duel remake

On the evening of Sunday, December 16, 2012, I had the pleasure of attending a concert I’d wanted to see for quite a while. I was delighted to attend Tchaikovsky’s The Nutcracker, performed by the Richmond Symphony Orchestra and the Richmond Ballet. The performance took place at Carpenter Theatre in Richmond Virginia. As I entered I felt a bit out of place. I’d never attended a performance quite like this one and I was a bit nervous. I took my seat to the left of the orchestra pit. I was thrilled to see how close I was. I had arranged for a seat near the orchestra so I could observe them as they played.

Derek became an acclaimed concert pianist by the age of 10. His longtime piano teacher, Adam Ockelford, explains his student’s unique relationship to music. Adam encouraged his obvious musical interest and ability, although it was obviously natural. Adam gave him lesson as child understanding

In Mrs. Pollard’s room I witnessed several lessons that made me pay attention to the way they were addressing basic music competencies. For instance, there was one activity where Mrs. Pollard pretended to have a ‘mute button’ that she could press while the students were singing a song, at which point the kids would mouth

The accompanist started tapping her fingers up and down, but the music that came out did not resemble the familiar tune I had chosen to sing! The pianist continually played. Not going on, but repeating the same few measures again and again. My head rushed, I did not know what to do. I began question myself again. “Why am I doing this? It is not suppose to be like this, they should just let me sing.” Then something clicked… just

"Mockingbirds don’t do one thing except make music for us to enjoy. They don’t eat up people’s gardens, don’t nest in corn cribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.”-To Kill A mocking Bird. Although rarely mentioned in the book, the idea of killing a mocking bird appears very significant in Harper lee's To Kill A Mockingbird, hence the title. Lee uses this idea of the literal killing an innocent bird as a representation for the major underlying theme of racism. To Lee, the mockingbird represented the innocent inhabitants of Maycomb Alabama who, through racism, suffered hate, persecution, and murder.

I'm all for people debating an actual issue but Hayley/Haylijah/Klayley are by far the worst people to have a discussion with because they don't have anything to rebut what your saying, there's nothing to support their views and they get frustrated and don't think they need to (why even take part in conversation if your bitch when people don't agree?) make a fair point or they resort to shaming and insulting people for their ideas and beliefs.

Andrew is continuing to improve on his technique on the drum pad. He learned more scales on the bells and we continued to progress in the method book. We also looked through Andrew’s concert music.

I’m from the screech of a bow sliding across a bridge as I attempted to play viola. Every few notes, I would lose control; the horse hair slipped across the wood holding the strings in place. The clichéd screech of a beginner violinist rang throughout the house. Nonetheless, I kept trying, much to the dismay of my family’s ears. By fifth grade, I was finally able to create a decently in tune sound. I sat at the first stand that year.

This is Hayley Griswold from your HRSM 4610 online class. I would very much appreciate your input concerning a matter pertaining to my grade for the project. I reviewed your comments and I wanted to point out of few things about the deductions I recieved.

I attend the concert “UA Philharmonic Orchestra” on Friday, October 10, 2014 at 7:30 p.m. The performance location is Crowder Hall, School of Music, University of Arizona. This hall has 544 seats. The concert has two programs. The first program will feature Ludwig Van Beethoven’s Symphony No. 1 in C Major conducted by Matthew Spieker. The second program is "Dance of the Tumblers" from “The Snow Maiden” by Nikolai Rimsky-Korsakov and "Danzón No. 2" by Arturo Márquez. The conductor is Ace Edewards. He is a doctoral student. The two programs are instrumental music. The group of the instruments used in the performance is: group of violin, group of viola, group of violoncello, group of bass, group of flute, group of oboe, group of clarinet, group