Andrew Neiman's Character Development In Andre Assignment B. B1

Tanner started his freshman year playing in the second best orchestra of three in his school. Here, he excelled musically and made new friends with upperclassmen. By January, one of Tanner’s older friends had convinced him to join choir, so he decided to audition for the upcoming year. As a sophomore, Tanner sang bass in the top choir, even though he did not have any prior singing experience. The same year, he also auditioned into Symphonic Orchestra, the top orchestra of his school. While he was in both the top orchestra and choir, he started student conducting for the lower orchestras and choirs. By senior year, Tanner’s schedule was almost completely filled with music classes. Consequently, Tanner grew extremely close to his high school ensemble directors. It got the point where he could casually call his Symphonic Orchestra director “mom.” This inspired Tanner to make it a goal for himself to form strong relationships with his future students. Through his experiences conducting his high school orchestras, and choir, Tanner found that he really enjoyed teaching music and decided to study music

Mr. Bethel from childhood to about eighteen years old had always aspired to become a world renowned musician. When he made it to high school, he played the trumpet within the Charleston High School band. Although he played with a band, the passion of music did not begin here. Music became interesting for him as a small child. On about every Friday night, he and his family would go to a near neighbor’s house to watch a fight. At the end of these broadcasts, the United States flag would wave across the screen and in the background there would be an orchestra playing. Mr. Bethel mentioned, “I always wanted to be a background musician, playing in an orchestra”.

Bear impacts Crispin in many ways, whether it be by teaching him new skills, introducing him to new viewpoints, or altering his appearance and outlook on life. Due to this, Crispin has changed and become more confident in himself. For example, Bear aids Crispin in changing how he looks in the eyes of others. “‘Now look at yourself again,’ he said when he was done. ‘What do you see now?’

Imagine a third grader, small and blonde, standing on a stage that practically swallows her. She gazes in awe at the bright lights that seem to tower miles above her head; likewise, she follows with a stare, fixating on the hundreds of darkened faces that remain directly in front of her. Unlike her classmates who fidget with nerves beside her, she feels a rush of adrenaline. What may have seemed to some an ordinary choir concert in a dull auditorium, was, to me, a life changing moment. Ever since this day, for 9 years now, I have had an unwavering passion for music and performing. As I aged, I found myself excitedly learning how to play 7 new instruments, but even considering the vast number of bands, orchestras, choirs, and instrumental lessons that I joined, I noticed myself

In the first, Moyers begins by reminding the listener that "All over our country, people are hurting." At the time of the video, the unemployment rate was six and a half percent , foreclosures were common, and hope was difficult to find. The essay transitions into the second section with the introduction of Mark Johnson, "someone of the next generation who hasn't given up on either our humanity or our future together." Here the theme of how music unites humankind is especially apparent; Johnson claims that, "In a world with all this division; it's important for us to focus on our connections." The practical side of his mission is the foundation of music schools all over the world, known as Playing for Change, dedicated to bringing hope through music, and so uniting humanity in a desire for a better world. By using a video essay instead of merely writing out the interview, Moyers enabled the listener to watch two of Mark Johnson's music videos at relevant times. Instead of simply providing a link to the song, the song was included in the video. Finally, in the third section, Bill Moyers raises the question of what comes next. Without hesitation, Johnson answered that they were going to build more schools, connect more musicians, and continue to

On October 7th, I got a chance to observe Chris Watson’s middle school ensemble. This ensemble was made up of five percussion players and a trumpet player. This was his first year with this school. The year previous that class was basically a percussion class. He was telling me that he had to change a lot in this first year. It was great opportunity to observe this school because it was an experience I will not forget.

George Helmholtz, as the head of the music department at Lincoln High School, is very determined with his regular students and the gifted musicians of the band. Each semester and year at school he dreams of “leading as fine a band as there was on

If you were a college-athlete what would you do if you got paid a tremendous amount of money? Right now, no college athlete are getting paid for their work, but it is a very strong debate going on in the country whether they should or not. Many people believe that since they are spending several hours into their sports, to entertain the world, that they deserve some type of payment. There are several amounts of pros and cons of paying college athletes, and you have to really “dissect” it and imagine about their future. From my standpoint, I believe that college-athletes should not be paid because of the risk of them forgetting about their academics, using their money for non-important items, and because most of them are “technically” getting paid.

‘He told me I have the wrong kind of fingers’” (7). When the father fell for it, the boy’s sisters also told the father similar stories so they could get out of their lessons. Even when all three children had stopped playing their instruments, their father still tried to get them to play, but with different instruments, “‘the trumpet or the saxophone or, hey, how about the vibes?’” (7). No matter what the children said, the father tried to get the children integrated into music somehow. When the children refused to play different instruments, the father tried to get the children to listen to recordings so they could be inspired, “‘I want you to sit down and give this a good listen. Just get a load of this cat and tell me he’s not an inspiration’” (7). No matter how hard the children pleaded into getting away from music, the father still tried to connect his kids into music

I pressed down hard on each key, knowing that if I did not my fingers would slip. I had decided not to do vibrato, knowing that I sounded better without it. I played the very best I could, I looked up and my friends were smiling from the other side of the room. Mr. Heggins was impressed, he said I had improved faster than any player that year. My fellow saxophonist were wide eyed and surprised that I gotten better. After all this I was certain I would get that honor band sheet. I had worked so hard and now it would be worth it. I waited for Mr. Heggins to hand me the sheet, but he didn't. When this happened I knew what it meant. He turned to me and said “don't let this discourage you, but why don’t you try again next

It was late into the evening when I returned to my high school’s football field to recollect the jacket I had left back. It had finally come, it was the night of my last marching band rehearsal. In that moment, I was alone, but as the neighboring building lights dimly poured into the field, I could imagine the arena glow with life as I thought of my four seasons of marching band. It was at this location, out of many, that provided me the opportunity to share unique memories with my peers and develop my greatest talent: playing the clarinet. I initially chose my instrument without understanding as an elementary school student what band was, but through my first set of rehearsals, I quickly realized that playing an instrument was harder than I had anticipated. That, however, did not discourage me. I grew fond of playing and was determined to practice daily technics that would strengthen my musicianship. As I played into middle school and high school, my lung capacity, along with the ability to keep tempo, improved, but I believed by then that my performances should exemplify more than my skills. Through my participation in marching band and Wind Ensemble, I’ve aspired to take not only the audience, but myself included, into a world beyond music’s notes and phrases. I find comfort to know that I can create something out of pure air and have others find happiness within it. This is what kept me playing for nine years. I have incorporated music deeply into my life, but I believe it does not define me. Instead, I have learned valuable lessons that have benefited me off the stage such on time management and discipline and have grown alongside my talent.

Inciting moment. Andrew is selected into the group as an alternative core drummer, this is the start of the conflicts with Fletcher and the other drummers. He struggles to become a core drummer, eventually he succeeds but this juts sparks more problems. Dramatic conflict. From scene 0:47:40, Andrew faces another challenge when he is introduced to a third alternative drummer: Ryan.

Social Deviance in the Eyes of Criminal Minds INTRO: Aaron Hotchner, from Criminal Minds, once stated a quote from Fyodor Dostoyevsky during the episode “Seven Seconds” which was, “Nothing is easier than to denounce the evildoer; nothing is more difficult than to understand him.” Crime is inevitable to this world. It happens often and cause a rise of alarm to the public. Criminal Minds does not just focus on the crime scene, but instead focuses on profiling an unsub, unknown subject, and stopping them before their next move.

Shakespeare's play, “Othello, the Moor of Venice,” is a powerful example of a tragedy and it’s main character, Othello, is an excellent illustration of what Aristotle constitutes as a tragic hero. The play imitates life through basic human emotions such as jealousy and rage. In addition, Othello is far from being a perfect character - another quality that meets Aristotle's requirements. Othello also matches Aristotle's ideas of tragic hero because our Othello realizes the error of his ways, causing us to feel sympathy for him. If we carefully examine the third scene in the third act, we can see how Othello fits into Aristotle's definition of tragic hero. This passage reveals how much Othello has deteriorated as far as his ability to reason

“Oedipus Rex” was a Greek Tragedy written by Sophocles in the fifth century BC. It was the first of a trilogy of plays surrounding the life of Oedipus. Sophocles wrote over 120 plays approximately 100 years before Aristotle even defined a tragedy and the tragic hero. Aristotle’s definition of a tragedy is “… an imitation of an action of high importance, complete and of some amplitude; in language enhanced by distinct and varying beauties; acted not narrated; by means of pity and fear effecting its purgation of these emotions” (Kennedy and Gioa 2010). According to Aristotle there were six elements to a tragedy: the plot, the character, the