Example Of A Newspaper Article Analysis

The article by Erika Christakis, informs future teachers and parents how preschool today may not be benefiting their children as much as they thought. She talks about how preschool has changed drastically over the years as well as kindergarten. She states that “kindergarten may be the new first grade”. Her statement shows how children today are expected more then they were years ago in all grades, especially preschool and at such a young age. Many think this is helping our children or will benefit them in the future if they know more as a child but this may not be the case. The article talks about multiple studies done throughout America to children are learning and how school curriculum changing affects children. A studied showed that children

Miller (2000) interprets Music as an aesthetic display and indicator for fitness. Musical activities such as “dancing” represents health, “voice control...self confidence for status”, “Rhythmic” engagement shows ability to identify patterns and “melodic creativity” which assists initiation for social communication(Miller 2000, p.10). This handicapping, sexual trait may be useful for reproductive success but attempting to gain excessive aesthetic display can lead to dire consequences. Jimi Hendrix, famous guitarist, died at 27 years from drug overdose which he used to “spark his musical imagination” (Miller, 2000, p.2). Hendrix’s fatal actions can be explained by the neural overlap between effects of drug and music, making music a possible threat to survival(Blood and

Clay Shirky who wrote Newspapers and Thinking the Unthinkable (1993) argues that society doesn’t need newspapers society needs journalism to save society. Shirky supports this argument by giving a historical background to the problems newspapers face and how the problems have developed over time and the solutions society has came up with. The blogger concludes that in order for journalism to go farther new models must be created in place of past molds. Shirky directs this blog toward the current and future generations in attempt to motivate new models and methods of journalism.

The reporting and presentation of the same news incident in different newspapers are very different. This essay will analyze the articles about the association between concussion and suicidal risk. The Toronto Star and The Globe and Mail present the same story with several differences between them. Most importantly, we will further analyze some implications of these differences, namely in the appearance, language, and the content.

MacNamara, Holmes and Collins (2006) state that there are numerous similarities between performances in music and sport. Expert musicians and sports performers are more able to adapt to setbacks than lesser skilled performers, as well as experts having higher levels of dedication and motivation and can communicate more emotion through the pieces being played. Similarly to Chaffin et al. (2003) this communication of emotion may be related to the artistic image with both requiring focus and decision-making.

On the 3rd of February 1998, a U.S. military jet sliced the wire of a

As I started playing, my mind was still pondering my past performances. What would the judges say? Was it really as bad as I thought? Could it even have been good? I had only just started the journey to perfection in my final piece, and my under-preparation’s pairing with my unfocused mind meant that the piece flowed from one melody to the next without pause. My hours of preparation unraveled like a Fruit Roll-up. Multiple notes blended together instead of standing out. Nothing I played was identical to anything else. Instantaneous dynamic changes were gradual, and notes that were supposed to be accented only stood out slightly. The longer the piece lasted, the smaller the chances of winning became, and the moment I pressed down the last chord, a mixture of relief, regret, and uncertainty became the center of my attention.

Published in 2013 by the Wallace Foundation, “Something to Say: Success Principles for Afterschool Art Programs from Urban Youth and other experts” is an expansive compilation of research into the lack of access, interest, and utilization of meaningful art programs amongst tweens and teens considered to be low income. Broken down into two chapters, the article explores elements such as stigma, parental values, safety concerns, youth opinions, and quality of art programs, as it relates to utilization of school art programs. However, the elements mentioned above are only a handful of the things captured and explored throughout the article. This information was found using various methods of research, but it seems as if focus

states, 2 Canadian provinces, and Dublin, Ireland to determine older adult music experiences and self-reported health. The demographics reported 97.6% Caucasian, 0.8% Asian, and 0.6% African American; 54.2% females and 45.8% males; age ranges from 23 to 93 years (95% over age 50) (M = 67.31, Mdn = 68, , SD = 10.96); average health and income; higher education; and musical training in childhood. Unlike Jutras’ study of NHIMA band musicians who practiced 3.75 hours per week, Coffman’s (2008) NHIMA band members practiced 7 hours per week. The SF-36v2 Health Survey revealed that participants reported NHIMA benefited them by 74% overall well-being, 24% physical well-being, 21% cognitive stimulation, and 20% socialization (see Table 2.2). The differences between Jutras’ (2011) NHIMA study and Coffman’s (2008) NHIMA study are motivation to learn music, and practicing instruments daily in preparation of rehearsals, which is standard practice for preparation of community concerts. Perhaps Coffman’s (2008) musicians were more serious in developing their music competency skills and thereby achieved higher levels of brain activity. Whereas, Jutras’ (2011) musicians would fit the definition of health care patients or as Gates (1991) described them as recreationalists or as Stebbins (1992) described individuals as amateurs, volunteers, hobbyists, and dabblers. As the authors identified, participants lacked the motivation to play their instruments at home in preparation for band rehearsals, which are preparatory for music concerts. The results in these studies suggest the activity and continuity theories to explain older adults’

Some people think that music can positively influence the listener while others disagree and argue that it has a negative impact. Mark Edmundson, the author of “Can Music Save Your Life?,” asserts through his own experience and the research of others that music solely “preserves” the listener’s life as a “balm—cortisone spread” (paragraph 25). His use of a well-known medical supplement makes it more relatable and believable to the reader. The authors of “Feeling the Beat” support Edmundson by stating that they observed an increased sense of confidence in oneself and one’s beliefs in the people they interviewed(Iwamoto, Creswell, & Caldwell 346). Their main support is the quote from one of their interviewee’s who said, “We can identify what they are talking about” (Iwamoto, Creswell, & Caldwell 343). This not only explains why students listen to certain types of music, but also why it can have such an impact on them. Derek Iwamoto, John Creswell, and Leon Caldwell declare their statement that positive influence of music by stating that the majority of the students they observed used their music as a way to

This is conducted on music students that will show that when given a situation of a stressful nature the fast and loud piece should be the first option for choice. The lyrics are not to be taken into account, as the meanings

My first impression was that I was listening to a rock star. I had a notable physical reaction to the music; I felt a rush of adrenaline and my heart rate increased. The music was fast-paced and intense—undoubtedly physically and mentally demanding on Garrett. I am a pianist myself, and I felt a sense of empathy. I was exhausted on his behalf by simply hearing his talented performance. The music would slow down in some parts, only to pick back up with even more intensity and speed. The music aroused a familiar sense of pressure, such as the pressure to complete a difficult yet important task in a short period of time. The pressure and difficulty build to near unbearable proportions until the work is finally finished, and dissipates into the euphoria of accomplishment. If that scenario had a theme song, it could be Paganini’s “Caprice No. 24”. The music was passionate, chaotic, and ultimately satisfying. I felt that I had witnessed true mastery of the art of the violin in both Paganini’s written work and Garrett’s performance.

Performance anxiety is a difficult thing to handle for many pupils and an important discussion that educators often deliver. The article determines a model of music performance anxiety (MPA) based on working memory and attentional processes. This model is an easy-to-understand (and easy-to-communicate) for students of all ages. It is then used to arrange methods for performance anxiety to lessen, describing how each method work. This article also provides practical exercises to help students understand and manage performance anxiety.

In recent years it’s become noticeable that students are using all different forms of music to help them while studying or doing homework. When listening to music one may notice how that person may tap their foot or drum their fingers, even though they appear to be focused on the task in front of them. The rhythm of the piece, whether it is fast or slow, causes the listener’s heartbeat to synch with it (How Music Affects Our Mood, 2014). The question however is which music to listen to. In some studies, test subjects show that the louder the music the more distracted the subjects became (Manthei, 2014). Doctor Emma Gray, a clinical psychologist in Britain, says, “If you choose the right music for the topic you are

Music elicits an emotional and cognitive response in all who listen to it. It is powerful at the individual level because “it can induce multiple responses – physiological, movement, mood, emotional, cognitive, and behavioral” (Francis, 2008,