Today in class we discussed the idea that music surpasses other art forms because it can connect to people on an emotional level unreached by other forms. I think this concept is most clearly visible in film scoring and movie soundtracks. Film scores and movie soundtracks are developed to enhance the mood of the scene and encourage the viewers to allow their emotions to take over. The music in movies is often more influential than the actual visuals themselves. For example, the music in horror films creates the anticipation and suspense that builds the credibility of the movie. Music in films plays a very powerful role, and can often make or break a film. Most people are not even conscious of the power that music plays in enhancing and ultimately creating the atmosphere in their favorite films. Music can even replace the showing of visual scenes, leaving the viewer to infer the events using only the music to guide them. Music can make people laugh, cry, smile, and even cower in fear. Music is like a skeleton key to one's emotions, which is made most obvious in films.
So my question is this: How would your favorite film be different if it had no score or soundtrack at all? How does the music contribute to, if not create, the mood throughout the film?
Wednesday, March 2, 2011
Tuesday, March 1, 2011
Mary's Question
Mary's Question: Does a variety of purposes or motivations help students to achieve more, or are they too much to think about for one individual?
In my experiences, I have always found clear purposes/motivations to be helpful when trying to achieve. I have to say, I have always been motivated to get good grades in class, but since I've been in college, that motivation has changed a little. Instead of trying to simply achieve an "A", I am more motivated now to learn whatever I can in my courses. In high school, I wanted to get good grades regardless of whether or not I actually took anything of value from the class. I find myself dedicating more motivation to actually learning, than simply getting a perfect score.
I think students definitely benefit from having a purpose. If a student does not understand why education is important, then they will not feel a need to do well. However, too much motivation/purpose can be overwhelming. These motivations can be mistaken for pressures. For example, instead of being motivated to get good grades, a student may feel strongly pressured to get good grades. These pressures can have a reverse effect, making students less likely to achieve.
My question is this: Do students have too many pressures placed on them? Do you think these pressures account for some of students' shortcomings?
In my experiences, I have always found clear purposes/motivations to be helpful when trying to achieve. I have to say, I have always been motivated to get good grades in class, but since I've been in college, that motivation has changed a little. Instead of trying to simply achieve an "A", I am more motivated now to learn whatever I can in my courses. In high school, I wanted to get good grades regardless of whether or not I actually took anything of value from the class. I find myself dedicating more motivation to actually learning, than simply getting a perfect score.
I think students definitely benefit from having a purpose. If a student does not understand why education is important, then they will not feel a need to do well. However, too much motivation/purpose can be overwhelming. These motivations can be mistaken for pressures. For example, instead of being motivated to get good grades, a student may feel strongly pressured to get good grades. These pressures can have a reverse effect, making students less likely to achieve.
My question is this: Do students have too many pressures placed on them? Do you think these pressures account for some of students' shortcomings?
Monday, February 28, 2011
Lindsay's Question
Lindsay's Question: What are some positive outcomes of (authoritarian) teaching styles?
I suppose although this authoritarian teaching style with "factory-like" classrooms is mostly counterproductive, perhaps it is useful in teaching a few things. For example, learning in such a strict setting can improve discipline. Students who have strict expectations and clearly set rules may have an easier time developing a sense of self-discipline to follow guidelines and meet expectations. Some students need more rigidity and stability in their schooldays to make up for the lax parenting they receive at home. A rigid and highly controlled setting may be exactly what a child needs to flourish and feel like his behavior is important. These rules and expectations may make the child feel a sense of purpose as he/she works to meet the expectations of the teacher. In saying this, I am not claiming to be in support of this type of teaching style, but perhaps some benefits of this style do exist.
My question is this: When you were in high school, did you experience varied styles of teaching (strict vs. lax) and which one did you find most beneficial?
I suppose although this authoritarian teaching style with "factory-like" classrooms is mostly counterproductive, perhaps it is useful in teaching a few things. For example, learning in such a strict setting can improve discipline. Students who have strict expectations and clearly set rules may have an easier time developing a sense of self-discipline to follow guidelines and meet expectations. Some students need more rigidity and stability in their schooldays to make up for the lax parenting they receive at home. A rigid and highly controlled setting may be exactly what a child needs to flourish and feel like his behavior is important. These rules and expectations may make the child feel a sense of purpose as he/she works to meet the expectations of the teacher. In saying this, I am not claiming to be in support of this type of teaching style, but perhaps some benefits of this style do exist.
My question is this: When you were in high school, did you experience varied styles of teaching (strict vs. lax) and which one did you find most beneficial?
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