Music Appreciation

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Most important: Bring out your inner 5-year-old and have a good time!

This project is two-fold times two-fold.
1) Choose one piece of current music that you have a connection with. Country, Rock, Rap, Contemporary Christian, Jazz, Indy Pop, Hymn, etc.….
a) Research History of Piece and artist (or composer)
b) Research Inspiration or Reasoning behind the composing of the piece.
c) Research style, form, genre. The kind of things you have learned in class.
d) Why did you choose this piece?
1) Was the effect emotional, the lyrics or Poetry, story relating to inspiration of composing?
2) Like or dislike? Why? You might choose a piece that has a negative effect instead of positive.
3) Describe the highs and lows of the piece that effect you the most by using terms learned in class describing things like instrumentation, timbre, dynamics, tempo, or tempo changes, etc.…
e) Write on a PDF using all of the proper writing skills, formatting, spelling, sentence structure, etc.…
f) Include a properly cited Bibliography of research sources.

2) Choose one piece that you have a connection with that was written prior to 1900. You will have to go to youtube and do some listening on various composers and genres. You may use the composers that we have talked about in class but not any of the compositions we have talked about. No Repeats. I don’t want my words to come back to me. I want to learn your thoughts and opinions. It can be an art song, one number or movement from a cantata, oratorio, opera, symphony, symphonic tone poem, program symphony, character piece, string quartet from either the Baroque, Classical, Romantic, or Impressionist Periods. Vocal, Orchestral, Piano, Instrumental solos. Your choice.

a) Answer and research the same requirements that are listed for #1 above.

Sample Solution

National Youth Screening and Assessment Project, may also be available to support implementation. c. DJS should consider amending its practice of screening all youth who appear at the BCJJC for detention admission using the Detention Risk Assessment Instrument, even youth who will ultimately be diverted prior to DJS referral through the BPD Diversion Program. This will limit young people’s exposure to the detrimental impact and collateral consequences associated with generating unnecessary DJS and court records. d. BPD should develop a training and messaging strategy to increase officer knowledge and understanding of new policies and protocols for interacting with youth, the purpose of the juvenile court system, details of juvenile justice process, and the purpose of secure detention. Clear and consistent messaging for officers will help to mitigate the obdurate frustration that officers reportedly experience when they perceive that young people are not being held accountable by the system. e. Conduct a case processing analysis of adult-charged youth in detention to identify why time spent in detention for these youth has doubled from 2014 to 2018 and develop policies and programs to address the causes of delays. 2. Programs and Conditions a. The City should partner closely with DJS and the Baltimore JDAI Oversight Board to assess the continuum of Secure Detention Alternative established by DJS and the extent to which it meets existing needs. b. The City and its appropriate offices and agencies should partner with DJS to identify additional programs for youth in detention, in particular youth charged as adults, that can help young people build skills and connections that will help them succeed following release and return to their communities. c. To the extent that there are gaps in the existing Secure Detention Alternatives Continuum, the City and DJS should partner closely to identify resources to enhance the Alternative Continuum. As a resource, stakeholders should consult the results of the Youth Service Provider Survey conducted as part of this assessment. 3. Community Engagement and Partnerships

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