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Everest High School

schofield, WI

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Everest High School Yearbooks

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Everest High School Reunion
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Whether you want to capture the whole year with a high school yearbook or show your pride with class jewelry, apparel and keepsakes, Jostens is the graduation destination for all your senior gear at D C Everest High School.

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DunbarOverviewPaul Laurence Dunbar Elementary School builds on the solid foundation of early literacy provided by Educare Atlanta. The two schools work with students and their families to prepare children to transition into kindergarten. Educare teachers share information about students’ learning and development with their kindergarten teachers, and Dunbar hosts events to welcome incoming students and their families.    Read More

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Welcome to Dunbar Elementary School

Reading proficiency by the end of third grade is the most significant predictor of high school graduation, college enrollment and career success.

Located in the heart of Atlanta’s Mechanicsville community, Dunbar Elementary School opened in 1969. The school was named after Paul Laurence Dunbar, one of the first African-American poets to gain national eminence.

Dunbar builds on the solid foundation of early literacy provided by Educare Atlanta. The two schools work with students and their families to prepare children to transition into kindergarten. Educare teachers share information about students’ learning and development with their kindergarten teachers, and Dunbar hosts events to welcome incoming students and their families.

Dunbar’s philosophy revolves around the healthy development of the whole child — socially, emotionally and academically. The faculty and staff strive to create and maintain a productive and positive learning environment while maximizing teaching potential and student achievement. To foster a globally competitive learning environment, teachers actively engage their students in the learning process through a rigorous curriculum based on the Common Core standards, real-world experiences, technology and the after-school program . The staff and teachers at Dunbar expect excellence daily from everyone in the school community, and students leave the school with a well-developed love of learning that will remain with them for life.

Through partner organizations, students are able to make connections between the classroom and the real world. Those enrolled in the after-school program also have opportunities to further develop a passion for learning through additional field trips throughout the school year.

Dunbar Elementary is home to a cutting-edge 21st Century Learning Lab, where students are simultaneously exposed to three different operating systems (Mac, Windows and Linux). They also learn to navigate various software programs while engaging in lessons that serve as extensions of classroom assignments. Third-, fourth- and fifth-graders visit the lab at least once per week, depending on the targeted skill. In addition to the lab, classrooms are equipped with Promethean Boards, and all teachers are required to integrate technology into their classrooms.

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Our 2018 course guides

We’re already taking applications for courses starting in September 2018. Want to find out what courses we offer? Our prospectuses are the place to start!

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School Leavers Prospectus (for 16-18 year olds)
Leaving school or just left school, and want a course where you’ll learn the theory but also the skills to get you into a job? Look into our wide range of vocational courses. Our courses mean that you aren’t just in a classroom learning theory, you’ll actually be doing it!

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Want to study a Higher Education course in the centre of London? We have a wide range of courses available. If you want smaller class sizes and cheaper fees than other universities, as well as better work connections and learn-by-doing then we’re the place for you. 

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Whether you want to start something new, re-train, or better your skills in your current job, it’s never too late to come to College and gain the qualifications that will get you where you want to be. We have a wide range of full time, part time and evening courses. With over 5,000 adult learners already at the College, you will be in good company.

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  6. Course Co-ordinated by : IIT Guwahati
    Course Available from : 31-December-2009
  • NPTEL
  • Civil Engineering
  • Soil Mechanics (Web) 
  • Volume Relations
Modules / Lectures
  • Introduction
    • Introduction to soil Mechanics
    • Formation of soils
    • Soil Types
  • Phase Relation of soils
    • Phase Relations of Soils
    • Three Phase Systems
    • Volume Relations
    • Weight Relations
    • Inter-Relations
  • Soil Classification
    • Soil Classification
    • Particle Size Distribution
    • Grain-Size Distribution Curve
    • Grading Characteristics
    • Consistency of Soils
    • Indian Standard Soil Classification System
  • Formation of Clay Minerals
    • Formation of Clay Minerals
    • Structure of Clay Minerals
    • Two Layer Sheet Minerals
    • Three Layer Sheet Minerals
    • Fine Soil Fabric
  • Stresses in the Ground
    • Stresses in the Ground
    • Principle of Effective Stress
    • Effective Stress in Unsaturated Zone
    • Effective Stress Under Hydrodynamic Conditions
    • The Importance of Effective Stress
  • Permeability of Soils
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    • Permeability of Different Soils
    • Factors Affecting Permeability
    • Laboratory Measurement of Permeability
    • Field Tests for Permeability
    • Permeability of Stratified Deposits
  • Seepage in Soils
    • Seepage in Soils
    • One Dimensional Flow
    • Two-dimensional Flow
    • Procedure for Drawing Flownets
    • Uses of Flow-Nets
  • Compression and Consolidation
    • Compression and Consolidation of Soils
    • Compressibility Characteristics
    • Normally Consolidated and Over-Consolidated Clays
    • Estimation of PreConsolidation Stress
    • Analysis of Consolidation – Terzaghi’s Theory
    • Solution of Terzaghi’s Theory
  • Shear Strength of Soils
    • Shear Strength of Soils
    • Mohr-Coulomb Failure Criterion
    • Direct Shear Test
    • Triaxial Test
    • Total Stress Strength Parameters
    • Effective Stress Strength Parameters
    • Pore Water Pressure Parameters
    • Stress-Strain Behaviour of Sands
  • Compaction of Soils
    • Compaction of Soils
    • Dry Density – Water Content Relationship
    • Compaction of Cohesionless Soils
    • Engineering Behaviour of Compacted Soils
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    parkland high school el paso football




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      Opening its doors in the fall of 1962, Parkland High School gave way to what will soon become the Beast of the Northeast.  Black and Gold became synonyms of glorious achievements and set the new standard of excellence and school pride in the Sun City.  

      In 2017, Parkland High School opened a new chapter in its history with the new Parkland Early College High School.  With 97 students in the 2021 Cohort, and the rising population of the Northeast, PECHS will soon grow both in numbers and accomplishments. Both PECHS and PHS’s curriculum prepares students to succeed at the next level giving them a head start in their collegiate careers.  Our T-STEM program, being one of the best in the city, gives our students the opportunity to explore and dive deeper into the fields of Science, Engineering, Technology, and Mathematics. Recently, Parkland High School’s T-STEM program won four TSA state championships and qualified over 30 students to Nationals.  Robotics and technology are only the tip of the iceberg when it comes to accomplishments at Parkland High.  Our Fine Arts department is second to none when it comes to quality performances and accolades.  Last year, Parkland was the only high school in YISD to advance to the area round in UIL One Act Play, as well as our Matador Marching band.  

      Parkland Athletics brought home three Bi-District Championships this year and our athletes are top contenders for athletic scholarships year after year.  Each athlete here at THE PARK is given the best training and education in the city.  Our top tier coaching staff works with students on and off the field to ensure that every student-athlete not only excels physically but also dominates in the classroom. College scouts know that talent from Parkland High comes with a plethora of success and determination on and off the court.  

      Parkland High School offers students and parents a superb educational experience that is sure to accommodate all lifestyles and interests.  It is no secret why Parkland High School is the best school in the Northeast and ranks among the best in the city of El Paso.  With student safety and service excellence in mind, Parkland High School is and will continue to be the best choice in the Northeast.  #BeGlorious 

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    • Online Enrollment Now Open

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      Attention Parkland High School parents,

      In order to make the upcoming school year registration process efficient,  online enrollment is now open at www.yisd.net/enroll .

      By completing the online enrollment portion, you will be advancing in your student’s registration process for the 2018-2019 school year.

      If you require assistance or computer access, please feel free to visit our campus or call the front office at 915-434-6000 and we will be more than happy to assist you.

      Thank you.

       

      Atencion padres de Parkland High School,

      Para que el próximo proceso de registro del año escolar sea eficiente, la inscripción en línea ahora está abierta en el enlace  www.yisd.net/enroll .

      Al completar la porción de inscripción en línea, avanzará en el proceso de inscripción de su estudiante para el año escolar 2018-2019.

      Si necesita ayuda o acceso a una computadora, no dude en visitar nuestra escuela o llamar a la oficina al 915-434-6000 y estaremos encantados de ayudarle.

      Gracias

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    brief history of pointillism


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    Pointillism

    In the early 1880s, in the wake of impressionism,  French painter
    Georges Pierre Seurat pioneered a methodical and scientific technique
    known as pointillism or divisionism. He stated "Art is harmony. Harmony
    is the analogy of contrary and of similar elements of tone, of color and
    of line, conditioned by the dominate key, and under the influence of a
    particular light, in gay, calm, or sad combinations."

    Seurat juxtaposed small dots of pure color together to maximize
    luminosity. The dots appeared to intermingle and blend in the
    spectator’s eye.



    Examples of Pointillist  Paintings 
    (click to enlarge)

    Important
    Pointillist Painters

     Listed
    Alphabetically


    Charles Angrand
    (1854-1926) French


    Georges Lemmen (1865 – 1916)
    Belgian


    Georges Seurat (1859 – 1891)
    French


    Paul Signac (1863
    – 1935)
    French


    Theo Van Rysselberghe
    (1862 – 1926)
    Belgian

    ☼☼☼☼☼

    Some say
    they see poetry in my paintings; I see only science. Georges Seurat

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    Pointillism

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    General Overview



    Pointillism is often considered part of the Post-impressionist movement. It was primarily invented by painters George Seurat and Paul Signac. While Impressionists used small dabs of paint as part of their technique, Pointillism took this to the next level using only small dots of pure color to compose an entire painting.



    When was the Pointillism movement?



    Pointillism reached its peak in the 1880s and 1890s after the Impressionist movement. Many of the concepts and ideas, however, continued to be used by artists in the future.



    What are the characteristics of Pointillism?



    Unlike some art movements, Pointillism has nothing to do with the subject matter of the painting. It is a specific way of applying the paint to the canvas. In Pointillism the painting is made up entirely of small dots of pure color. See the example below.




    See the dots that make up the man from Seurat’s painting The Circus



    Pointillism used the science of optics to create colors from many small dots placed so close to each other that they would blur into an image to the eye. This is the same way computer screens work today. The pixels in the computer screen are just like the dots in a Pointillist painting.


    Examples of Pointillism



    A Sunday Afternoon on the Island of La Grande Jatte (Georges Seurat)



    This painting is by far the most famous of the Pointillism paintings. It was George Seurat’s masterpiece. It is over 6 feet tall and 10 feet wide. Every bit of the painting is done with tiny little dots of pure color. Seurat worked on it for around two years. You can see it today at the Art Institute of Chicago.




    Sunday on the Island of La Grande Jatte

    (Click image to see larger version)



    Sunday (Paul Signac)



    Paul Signac studied Pointillism with George Seurat. In the painting Sunday you can see his technique. The colors are very bright and the lines quite sharp when viewed from a distance. The painting is of a typical Parisian husband and wife spending Sunday afternoon together in their home.




    Sunday by Paul Signac

    (Click image to see larger version)



    Morning, Interior (Maximilien Luce)



    Luce used Pointillism when painting scenes of people at work. This painting shows a man getting ready for work in the morning. The colors are vibrant and you can see the early morning sunlight entering the room through the windows.




    Morning, Interior by Maximilien Luce

    (Click image to see larger version)



    Famous Pointillism Artists

    • Charles Angrand – Angrand experimented with Pointillism. In some works he used fine, small dots of paint. In other works he used larger dabs of paint to get a rougher effect.
    • Maximilien Luce – A French Neo-impressionists, Luce used Pointillism in many of his works. Perhaps his most famous Pointillism paintings were a series of paintings of Notre Dame.
    • Theo Van Rysselberghe – Van Rysselberghe painted several paintings using the Pointillism technique. His most famous is probably a portrait of his wife and daughter. Later in his career he would move back to broader brush strokes.
    • Georges Seurat – Seurat was the founder of Pointillism. He studied the science of colors and optics to invent this new technique.
    • Paul Signac – Signac was the other founding father of Pointillism. When Seurat died young, Signac continued to work with Pointillism and left a large legacy of artwork using the style.

    Interesting Facts about Pointillism

    • Seurat called the style of painting Divisionism when he invented it, but the name was changed over time.
    • The smaller the dots, the clearer the painting and the sharper the lines, just like with the screen resolution on a computer monitor.
    • In many ways Pointillism was as much a science as an art.
    • Vincent Van Gogh experimented with the Pointillism technique. It is evident in his 1887 self portrait.
    • The style often used dots of complementary colors to make their subjects more vibrant. Complementary colors are colors of the opposite hue, for example red and green or blue and orange.

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    remove text background color in word 2016

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    5 Methods to Remove Highlighting or Shading in Your Word Document

    In this article, we plan to show you 5 useful methods to remove highlighting or shading quickly in your Word document.

    Now and then, do you get confused by highlighting and shading in Word documents? They look so much alike that it’s hard for us to tell them apart from one to another. Therefore, we make a comparison of them:

    SimilarityDifference
    ShadingHighlightingShadingHighlighting
    Both can highlight contents to make them attractive.1.        Shading can be applied to both table and text.

    2.        Shading can be a part of style.

    3.        More color options for shading

    4.        You can’t find shading by using “Find” feature.

    1.        Highlighting can be applied to text only.

    2.        Highlighting is not a part of style.

    3.        Less color choices

    4.        You can find highlighting by using “Find” feature.

    2 Methods to Remove Text Highlighting

    Now let’s take a look at how to clear them respectively.

    If you know the texts are in highlighting, you can deploy the following methods.

    Method 1: Choose No Color for Highlighting

    1. Firstly, select the texts in highlight.
    2. Then click “Text Highlight Color” in “Font” group under “Home” tab.
    3. On the drop-down menu, choose “No Color”.Click "Home" ->Click "Text Highlight Color" ->Choose "No Color"

    Method 2: Use “Find and Replace” Feature

    1. Firstly, click “Home”, then “Replace” to open “Find and Replace” dialog box.
    2. Then ensure “Replace” tab is on. Place cursor at the “Find what” text box and click “More”.Click "Home" ->Click "Replace" ->Click "More"
    3. Next, click “Format”.
    4. Then click “Highlight”.Click "Format" ->Click "Highlight"
    5. Now place cursor at “Replace with” text box.
    6. Next repeat step 3 and 4 twice.
    7. Lastly, click “Replace All”.Click "Replace All"

    2 Methods to Remove Shading

    If you ae sure the Words are in shading, here are ways to clear.

    Method 1: Choose No Color for Shading

    1. To start with, select text in shading.
    2. Then click “Shading” in “Paragraph” group under “Home” tab.
    3. Next choose “No Color”. Then all shading is gone.Click "Home" then Click "Shading" ->Choose "No Color"

    Method 2: Use Shortcut

    Earlier, we just mentioned that shading can be a part of a style. So you can remove it by pressing “Ctrl+ Q”. Certainly, you have to select them first. By the way, it can strip other formatting, such as converting auto numbered list to plain text.

    2 Methods to Remove Both Highlighting and Shading

    Method 1: Paste as Unformatted Text

    1. To begin with, select the target text and press “Ctrl+ X” to cut them of the document.
    2. Then click “Paste Special” on the drop-down menu of “Paste” option to open the same name dialog box where you should choose “Unformatted Text”.
    3. Next simply click “OK” will be enough.Choose "Unformatted Text" ->Click "OK"

    Method 2: The VBA Codes

    1. Firstly press the “Alt+ F11” to open VBA editor.
    2. Next paste the following codes and click “Run” to remove both highlighting and shading:
    Sub RemoveShadingandHighlights() Selection.Font.Shading.Texture = wdTextureNone Selection.Shading.BackgroundPatternColor = wdColorWhite Selection.Shading.ForegroundPatternColor = wdColorWhite Selection.Range.HighlightColorIndex = wdNoHighlight
    End Sub

    Paste Codes ->Click "Run"Note: Before you hit the “Run” button, you have to select the target text first. You can press “Ctrl+ A” to select the whole document.

    In case you want to determine whether you have a text in highlighting or shading, you are welcome to use the codes to check it out.

    The codes to remove highlighting are:

    Sub RemoveAllHighlights() Selection.Range.HighlightColorIndex = wdNoHighlight
    End Sub

    While the codes to remove shading are:

    Sub RemoveShading() Selection.Font.Shading.Texture = wdTextureNone Selection.Shading.BackgroundPatternColor = wdColorWhite Selection.Shading.ForegroundPatternColor = wdColorWhite
    End Sub

    If either of the 2 set of codes works, you can know what it is.

    Extract from Corrupted Word Files

    Honestly, Word can collapse, and our files can be compromised. But you should know these irreplaceable data has a great possibility to be retrieved. Therefore, you should choose a proficient and technologically advanced docx data fix tool .

    Author Introduction:

    Vera Chen is a data recovery expert in DataNumen, Inc., which is the world leader in data recovery technologies, including corrupt xls data repair tool and pdf repair software products. For more information visit www.datanumen.com

    December 30, 2016 @ 3:56 am
    Word Document Recovery , Word Solutions
    docx data fix tool , find and replace , Remove Highlighting or Shading , Unformatted Text , VBA codes

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    Remove formatting in Word from any pasted text

    Updated: 04/26/2017 by Computer Hope

    When copying text from another document or Internet web page and pasting it into Microsoft Word, Word will keep the formatting of the text. For example, if you were to copy the text on this page to a Word file, this text would remain bold, and this text would remain blue. To remove the formatting in Microsoft Word from any text highlight the text and press the shortcut key Ctrl+Spacebar. The shortcut sets the text to the default font, removes the formatting, and even removes links.

    Alternatively you can use the Paste Special option or Keep Text Only option in Microsoft Word to paste the text with no formatting.

    Bonus Tip: In most versions of Windows Ctrl+Windows Key + V also pastes text as plain text.

    Additional information

    • Tip for pasting text without formatting in every program.
    • See our formatting , paste , and Word definitions for further information and related links on these terms.

    3rd grade black history month projects


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    Doug May
    Fourth Grade Explorer Research Project for February Break

    Third Grade African American History Research Project for February Break

    Posted on February 12, 2014 by Rebecca Knights

    I am attaching a copy of the research project for third grade. Each student must choose a famous African American from the list and complete the requirements. Students chosen for their outstanding papers will present at Extended Assembly on Friday February 28. These reports are to be typed and emailed to [email protected] or printed at home and sent no later that February 24. Enjoy the break and have fun researching!

     

    Sr. Becky

     

    Black History Month Third Grade Project for February Break:

     

    Learning Target: The purpose of this assignment is to learn about the contributions of African Americans while developing research, report writing, note-taking, and oral presentation skills.

     

    Content:  Students should include brief biographical information, such as years of birth and death (if applicable) , family life (slave or free?), education, and anything else that is relevant.  They must include information about the Black American’s contributions and significance during their life and how their life has affected how things are done today.

     

    Due Date:  Projects are due on Monday February 24, 2014. Students who wish to will present their report during extended assembly on Friday February 28.

     

    Student checklist of required items:

     

    ___1-2 pages long

     

    ___biographical information included

     

    ___contribution(s) and significance included

     

    ___ list of websites used for information

     

     

    ___report is organized with a beginning(biographical information), middle(contributions and significance, and conclusion(summarize your person)

     

    ___report is written in your own words-not plagiarized

     

    ___used complete sentences, capitalization, and proper spelling

     

    ___picture included

     

    ___turned it in on time:

     

    Rubric

    Report is written in your own words       10pts

    Report includes an introduction                              10pts

    Report has organization in the body        20pts

    Report includes a conclusion                     10pts

    Proper conventions are used (punctuation, capitalization, spelling 15pts

    Report is of proper length(1-2 pages)     15pts

    Bibliography is done correctly (and includes all required information) 10pts

    Turned in on time                                         10pts

    Total (add up all points)                  ______/100

     

     

    Research Questions

     

    1.  What is your person’s full name?

     

    2.  Where was your person born?

     

    3.  When was your person born?

     

    4.  Did this person complete high school?  If not, what was the last grade he/she completed?

     

    5.  Did the person attend college?  If so, what college did he/she attend?

     

    6.  What is your person famous for accomplishing?

     

    7.  List and describe 3 interesting facts about your person?

     

    8.  Is your person still alive?  If not, when did he/she die?

     

     African American Heroes(Choose 1)

    Hank Aaron

    Muhammad Ali

    Maya Angelou

    Louis Armstrong

    Arthur Ashe

    Benjamin Banneker

    Mary McLeod Bethune

    Colin Powell

    George Washington Carver

    Ray Charles

    Frederick Douglass

    W.E.B Dubois

    Medgar Evers

    Althea Gibson

    Langston Hughes

    Malcolm X

    Thurgood Marshall

    Barack Obama

    Jesse Owens

    Wilma Rudolph

    Booker T. Washington

    Condoleeza Rice

    Benjamin Carson

    Barbara Jordan

    Oprah Winfrey

    Michael Jordan

    Daniel Hale Williams

    Mae Jemison

    Hattie McDaniel

    Guion Bluford

    Rosa Parks

    Martin Luther King Jr

    Michelle Obama

    Jackie Robinson

    This entry was posted in Not Gallery , Third , Third and Fourth , To Parents . Bookmark the permalink .

    Doug May
    Fourth Grade Explorer Research Project for February Break

    Leave a Reply Cancel reply

    • It’s Summer Time !

      Thank you dear Pre-K parents for a wonderful year ! Have a great Summer and see you in September Insha’Allah .


      Posted in All Grades , Featured , Gallery , Not Gallery , Pre K , To Parents

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      Our Field Trip to Springdale Farm 2018

      It was a lovely Tuesday morning. The weather was pleasant, and we had enjoyed the field trip to Springdale Farm in Spencerport.      


      Posted in Gallery , Kindergarten

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      The “berry” best thing about Kindergarten..

      The last week of school , we named it the fun week.  Students got to make the special strawberry crafts. They painted it, cut it, glued it, and wrote what was the “berry” best thing in Kindergarten.


      Posted in Gallery , Kindergarten

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      Field Day Kindergarten 2018

      Kindergartners had so much fun playing outside during our field day 2018. Kids got to play: Spoon and Egg Race, Sponge Run, Sack Race, Three Leg Race, and Water Balloon Toss.


      Posted in Gallery , Kindergarten

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      Westfall Academy Science Fair 2018

      The young scientific minds are at work again. They presented their science projects displaying new things they learned and wanted to share with the school and their parents. These are some photos showing of their success with projects.  Please click … Continue reading


      Posted in Uncategorized

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      Celebrating 100 Days of School


      Posted in All Grades , Gallery , Not Gallery , Pre K , To Parents

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      Kindergarten Math Learning Activities .

      ( Make informal comparison of area) Students are doing their personal best to complete the activities. They are using different items to measure the area of the shapes.


      Posted in All Grades , Gallery , Kindergarten

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      Handmade Bird-Feeders

      The students made cute handmade bird-feeders :)… This quick project was a fun way we spent  together in the class and taught the students to appreciate wildlife right in our school backyard.


      Posted in All Grades , Gallery , Kindergarten

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      Winter Activities in KinderLand 🙂

      Our students had so much fun making snow-inspired crafts. We made “snow paint” for our snowmen and used blue and purple tissue paper for the sky. They also used glitter, glitter glue and permanent marker.The students had did an wonderful … Continue reading


      Posted in All Grades , Gallery , Kindergarten , Uncategorized

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      Stokoe Farm Trip 2017-2018

      Great time !! The kindergartners  enjoyed all the slides and the corn pit. It was a lot of fun with many different activities. We picked  pumpkins fresh from the field and enjoyed a wagon ride 🙂 .


      Posted in All Grades , Gallery , Kindergarten

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    Tools And Ideas / Lesson Plans /Black History Month Lessons & Resources

    Black History Month Lessons & Resources

    Integrating African-American Culture & History into Your Curriculum

    By Phil Nast, retired middle school teacher and freelance writer

    Found In:  language arts , social studies , preK-2 , 3-5 , 6-8 , 9-12

    To help you integrate Black History Month into your classroom, we offer a selection of lesson plans that cover a variety subjects and that can be adapted to fit multiple grade levels.


    Resources for:

    • Grades K-5
    • Grades 6-8
    • Grades 9-12

    last updated: January 3, 2018

    COMMENTS:

    1 – 10 out of 14 Comments | Add your comment

    Donald Ellison | 2014/02/21

    Is this plan is just for one month of school? Or, is this plan is for the entire school year program converted more into social studies, or history classes.

    Joe DOUXON | 2014/01/09

    It’s really impossible to get the original poem as it’s written.The edition changes the way poems are presented.I am sorry for those who are looking forward to read MEA CULPA.

    This is a better version of the poem MEA CULPA | 2014/01/09

    MEA CULPA

    To you who was sold
    The cruelest setback
    The root removed from it soil
    You,taken away from your mother
    To a faraway distance
    For an unknown destination.
    And today here I am now
    Watching tears running down cheeks
    Never been there when you went through pains.
    Even in your struggle overseas
    Now you know,I betrayed you
    From the depth of my heart:sorry!
    Please forgive me.
    I’am traumatized really Sorry!
    I am bleeding dry in my native land
    I can still perceive the echo of your cry coming from the forest
    and that troubles my mind.
    I now know the price of you leaving involuntary the motherland
    Yes I traded you for nothing
    I lusted after something empty
    Now I am at the crossroad
    Unable to move.Today,I say to you,
    I didn’t trade you out of my wish
    Nor did I betray you out my wish
    Instead I did it to save ourselves
    You understand the kind of pot
    In which we would have been cooked
    If I did not trade you.
    Who resisted them was eliminated
    And his descendants exterminated
    Remember I had just an arrow
    It was better your sister left
    One root going,another being left
    The whole world became oppressive.
    You’re now my Joseph in the Bible
    During this critical moment
    Now dry your tears,come back home
    It’s true an oppressor lived in me
    But thank GOD it seems to fear you
    Come,take possession of the yard
    The living room and the kitchen
    Let us both learn from each other
    I am no longer your betrayer.
    I’ll never trade you whatever cost
    Come together,enjoy things left
    Let’s leave our past behind us
    May we learn from lessons like
    The sold Joseph forgave
    Please extend your know-how to me.

    Joe DOUXON | 2013/12/30

    MEA CULPA poem was not well edited.Impossible to appreciate it as a poem.

    Chole 6667 | 2013/12/17

    This is very bad cant find what I need for a assessment

    Joe DOUXON | 2013/11/25

    I have been writing about African Americans and minorities in general.Here is a poem wrote for African Americans to go back to Africa like Jewish did.
    MEA CULPA
    To you, who was sold
    The cruelest setback
    The root removed from its soil
    You who were taken away from your mother
    To a faraway distance
    To an unknown destination
    And today here I am,
    Watching the tears running down cheeks
    Never been there when you went through pains
    Even in your struggle overseas
    Now you know I betrayed you

    From the depth of my heart I’m sorry! Please forgive me
    I’m traumatized, really I’m sorry

    I’m bleeding dry on my native land
    I can still perceive the echo of your cry
    Coming from the forest, and that troubles my mind
    I now know the price of you leaving involuntarily
    Yes, I traded you for nothing
    I lusted after something that was empty
    Now I am at the crossroad
    Unable to move
    And I say it to you today
    I did not trade you out of my own wish
    Nor did I betray you out of my own wish
    Instead I did it to save ourselves
    Now you understand the kind of pot
    Which you and I would have been cooked in
    If I did not trade you
    Anyone who resisted them was eliminated
    And his descendants too, exterminated
    Remember I had just my arrow
    It was better your sister left
    One root going, another being left
    Because the whole world had become oppressive
    You’re now to me like Joseph in the bible
    During this critical moment
    Now dry your tears and come back home
    It’s true an oppressor lived in me
    But now thank God it seems to fear you
    Come and take possession of the yard, kitchen and living room
    Come so that we both learn from each other
    I am no longer the one who betrayed you
    I will never trade you again for that which has no value
    Come so that together we can enjoy the good things left
    Let’s leave our past behind us
    May we always learn from lessons
    Like Joseph forgave
    Please extend your know-how to us

    By Joe DOUXON

    [email protected] | 2013/04/15

    WHERE IS BLACK ECONOMIC HISTORY PROGRAMS?

    Kimberly J. | 2013/01/17

    I would also like to see more updated information on African Americans.

    Bridgette Bell | 2012/02/07

    Thank you for posting this! The timing is perfect for my unit on poetry. I plan to use the lessons for The Poet’s Voice: Langston Hughes and You. Thanks again. such and important part of American History.

    Heather Shannon | 2012/02/06

    Most of the links on this site are broken…https://webfiles.uci.edu/mcbrown/display/faces.html/

    Heather Shannon | 2012/02/06

    I love the fact that the resources are cross-curricular. It would be nice to see some World Language options in the future.

    Karen C | 2012/02/04

    Thanks for posting this!! I will definitely use some of it. Also, Scholastic has a unit and essay contest about Jackie Robinson (for middle school and freshmen) that I recommend too.

    Karen | 2012/02/04

    Thank you! I have found some resources to use with my 5th graders. I appreciate it.

    Laurie Kelly | 2012/02/03

    This is a great collection of resources. I’m teaching second grade this year, and I’ve found webpages that I can show to the class using my projector, websites that the students can use on the classroom computers, and items that I can print out and copy for them.

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    class 9 cbse english literature textbook

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    Literature Reader- Class 9th NCERT Solutions English

    Literature Reader NCERT Solutions of English Class 9

    Get answers of your textbook. If you have any problem in finding the correct answers of Literature Reader Textbook then you can find here. This page will help in finding those NCERT Solutions of books.Here you find complete chapter detailed questions and answers of Class 9 English.
    The answer of each chapter is provided in the list so that you can
    easily browse throughout different chapters and select needy one. Also,  you can read NCERT book online in this section.

    • Chapter 1- How I Taught My Grandmother to Read
    • Chapter 2- A Dog Named Duke
    • Chapter 3- The Man Who Knew Too Much
    • Chapter 4- Keeping it from Harold
    • Chapter 5- Best Seller
    • Chapter 6- The Brook
    • Chapter 7- The Road Not Taken
    • Chapter 8- The Solitary Reaper
    • Chapter 9- Lord Ullin’s Daughter
    • Chapter 10- The Seven Ages
    • Chapter 11- Oh, I Wish I’d Looked After Me Teeth
    • Chapter 12- Song of the Rain
    • Chapter 13- Villa for Sale
    • Chapter 14- The Bishop’s Candlesticks 


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    famous english instrumental music

    Popular music

    From Wikipedia, the free encyclopedia

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    For the musical genre, see Pop music .
    “Popular song” redirects here. For other uses, see Popular Song (disambiguation) .
    Popular music
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    List of popular music genres
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    Popular music is music with wide appeal [1] [2] [3] that is typically distributed to large audiences through the music industry . These forms and styles can be enjoyed and performed by people with little or no musical training . [1] It stands in contrast to both art music [4] [5] [6] and traditional or “folk” music . Art music was historically disseminated through the performances of written music , although since the beginning of the recording industry , it is also disseminated through recordings . Traditional music forms such as early blues songs or hymns were passed along orally, or to smaller, local audiences. [4] [5] [6]

    The original application of the term is to music of the 1880s Tin Pan Alley period in the United States. [1] Although popular music sometimes is known as “pop music”, the two terms are not interchangeable. [7] Popular music is a generic term for a wide variety of genres of music that appeal to the tastes of a large segment of the population, [8] whereas pop music usually refers to a specific musical genre within popular music. [9] Popular music songs and pieces typically have easily singable melodies . The song structure of popular music commonly involves repetition of sections, with the verse and chorus or refrain repeating throughout the song and the bridge providing a contrasting and transitional section within a piece. [10]

    In the 2000s, with songs and pieces available as digital sound files, it has become easier for music to spread from one country or region to another. Some popular music forms have become global, while others have a wide appeal within the culture of their origin. [11] Through the mixture of musical genres, new popular music forms are created to reflect the ideals of a global culture. [12] The examples of Africa, Indonesia, and the Middle East show how Western pop music styles can blend with local musical traditions to create new hybrid styles.[ clarification needed ]

    Contents

    • 1 Definition
    • 2 Form of Western popular music
    • 3 Development in North America and Europe
      • 3.1 Industry
      • 3.2 Criticism
    • 4 Global perspective
      • 4.1 Africa
      • 4.2 Asia
        • 4.2.1 Indonesia
        • 4.2.2 China
        • 4.2.3 Middle East
    • 5 See also
    • 6 References
    • 7 Further reading
    • 8 External links

    Definition[ edit ]

    Further information: Folk music
    See also: Art music § Popular music

    Scholars have classified music as “popular” based on various factors, including whether a song or piece becomes known to listeners mainly from hearing the music (in contrast with classical music , in which many musicians learn pieces from sheet music ); its appeal to diverse listeners, its treatment as a marketplace commodity in a capitalist context, and other factors. [6] Sales of ‘recordings’ or sheet music are one measure. Middleton and Manuel note that this definition has problems because multiple listens or plays of the same song or piece are not counted. [2] Evaluating appeal based on size of audience (mass appeal) or whether audience is of a certain social class is another way to define popular music, but this, too, has problems in that social categories of people cannot be applied accurately to musical styles. Manuel states that one criticism of popular music is that it is produced by large media conglomerates and passively consumed by the public, who merely buy or reject what music is being produced. He claims that the listeners in the scenario would not have been able to make the choice of their favorite music, which negates the previous conception of popular music. [13] Moreover, “understandings of popular music have changed with time”. [2] Middleton argues that if research were to be done on the field of popular music, there would be a level of stability within societies to characterize historical periods, distribution of music, and the patterns of influence and continuity within the popular styles of music. [14]

    Anahid Kassabian separated popular music into four categories; “popular as populist ,” or having overtones of liberation and expression; “popular as folk ,” or stating that the music is written by the people, for themselves; “popular as counterculture ,” or empowering citizens to act against the oppression they face; and “popular as mass,” or the music becomes the tool for oppression . [15] A society’s popular music reflects the ideals that are prevalent at the time it is performed or published. [16] David Riesman states that the youth audiences of popular music fit into either a majority group or a subculture . The majority group listens to the commercially produced styles while the subcultures find a minority style to transmit their own values. [14] This allows youth to choose what music they identify with, which gives them power as consumers to control the market of popular music. [14]

    Form of Western popular music[ edit ]

    Main article: Song structure

    Form in popular music is most often sectional , the most common sections being verse , chorus or refrain, and bridge . Other common forms include thirty-two-bar form , chorus form *(Middleton pg 30), and twelve-bar blues . Popular music songs are rarely composed using different music for each stanza of the lyrics (songs composed in this fashion are said to be ” through-composed “). [10]

    The verse and chorus are considered the primary elements. Each verse usually has the same melody (possibly with some slight modifications), but the lyrics change for most verses. The chorus (or “refrain”) usually has a melodic phrase and a key lyrical line which is repeated. Pop songs may have an introduction and coda (“tag”), but these elements are not essential to the identity of most songs. Pop songs that use verses and choruses often have a bridge, which, as its name suggests, is a section which connects the verse and chorus at one or more points in the song. [10]

    The verse and chorus are usually repeated throughout a song, while the bridge, intro, and coda (also called an “outro”) tend to be used only once. Some pop songs may have a solo section, particularly in rock or blues-influenced pop. During the solo section, one or more instruments play a melodic line which may be the melody used by the singer, or, in blues- or jazz-influenced pop, the solo may be improvised based on the chord progression. A solo usually features a single instrumental performer (e.g., a guitarist or a harmonica player) or less commonly, more than one instrumentalist (e.g., a trumpeter and a sax player). [10]

    Thirty-two-bar form uses four sections, most often eight measures long each (4×8=32), two verses or A sections, a contrasting B section (the bridge or “middle-eight”) and a return of the verse in one last A section (AABA). [17] Verse-chorus form or ABA form may be combined with AABA form, in compound AABA forms. Variations such as a1 and a2 can also be used. The repetition of one chord progression may mark off the only section in a simple verse form such as the twelve bar blues. [10]

    Development in North America and Europe[ edit ]

    Industry[ edit ]

    Main article: Music industry
    This section needs additional citations for verification . Please help improve this article by adding citations to reliable sources . Unsourced material may be challenged and removed. (August 2016) ( Learn how and when to remove this template message )

    The 19th century singer Jenny Lind depicted performing La sonnambula

    “The most significant feature of the emergent popular music industry of the late 18th and early 19th centuries was the extent of its focus on the commodity form of sheet music “. [18] The availability of inexpensive, widely available sheet music versions of popular songs and instrumental music pieces made it possible for music to be disseminated to a wide audience of amateur, middle-class music-makers, who could play and sing popular music at home. Amateur music-making in the 19th century often centred around the piano , as this instrument could play melodies , chords and basslines, thus enabling a pianist to reproduce popular songs and pieces. In addition to the influence of sheet music, another factor was the increasing availability during the late 18th and early 19th century of public popular music performances in “pleasure gardens and dance halls , popular theatres and concert rooms”. [18]

    The early popular music performers worked hand-in-hand with the sheet music industry to promote popular sheet music. One of the early popular music performers to attain widespread popularity was a Swedish opera singer Jenny Lind , who toured the US in the mid-19th century. In addition to living room amateur music-making during the 19th century, more people began getting involved in music during this era by participating in amateur choirs, joining brass bands or playing in amateur orchestras.[ citation needed ]

    The centre of the music publishing industry in the US during the late 19th century was in New York’s ‘ Tin Pan Alley ‘ district. The Tin Pan Alley music publishers developed a new method for promoting sheet music: incessant promotion of new songs. One of the technological innovations that helped to spread popular music around the turn of the century was player pianos . A player piano could be used to record a skilled pianist’s rendition of a piano piece. This recorded performance could be “played back” on another player piano. This allowed a larger number of music lovers to hear the new popular piano tunes. [18] By the early 1900s, the big trends in popular music were the increasing popularity of vaudeville theaters and dance halls and a new invention—the gramophone player . The record industry grew very rapidly; “By 1920 there were almost 80 record companies in Britain, and almost 200 in the USA”. [18] The availability of records enabled a larger percentage of the population to hear the top singers and bands.[ citation needed ]

    Radio broadcasting of music, which began in the early 1920s, helped to spread popular songs to a huge audience, enabling a much larger proportion of the population to hear songs performed by professional singers and music ensembles, including individuals from lower income groups who previously would not have been able to afford concert tickets. Radio broadcasting increased the ability of songwriters, singers and bandleaders to become nationally known. Another factor which helped to disseminate popular music was the introduction of “talking pictures”— sound films —in the late 1920s, which also included music and songs. In the late 1920s and throughout the 1930s, there was a move towards consolidation in the recording industry, which led several major companies to dominate the record industry. [18]

    In the 1950s and 1960s, the new invention of television began to play an increasingly important role in disseminating new popular music. Variety shows regularly showcased popular singers and bands. In the 1960s, the development of new technologies in recording, such as multitrack recorders gave sound engineers and record producers an increasingly important role in popular music. By using multitrack recording techniques, sound engineers could create new sounds and sound effects that were not possible using traditional “live” recording techniques, [18] such as singers performing their own backup vocals or having lead guitarists play rhythm guitars behind their guitar solo . During the 1960s era of psychedelic music , the recording studio was used to create even more unusual sounds, in order to mimic the effect of taking hallucinogenic drugs , some songs used tapes of instruments played backwards or panned the music from one side to the other of the stereo image.[ citation needed ]

    In the 1970s, the trend towards consolidation in the recording industry continued to the point that the “… dominance was in the hands of five huge transnational organizations, three American-owned ( WEA , RCA , CBS ) and two European-owned companies ( EMI , Polygram )”.[ according to whom? ] In the 1990s, the consolidation trend took a new turn: inter-media consolidation. This trend saw music recording companies being consolidated with film, television, magazines, and other media companies, an approach which facilitated cross-marketing promotion between subsidiaries. For example, a record company’s singing star could be cross-promoted by the conglomerate’s television talk shows and magazine arms. [18]

    The “introduction of digital equipment (mixing desks, synthesizers, samplers, sequencers)” in the 1990s resulted in what Grove Dictionary of Music dubbed the creation of “new sound worlds”, as well as facilitating DIY music production by amateur musicians and “tiny independent record labels “. [18] In the 1990s, the availability of sound recording software and effects units software meant that an amateur indie band could record an album—which required a fully equipped recording studio in previous decades—using little more than a laptop and a good quality microphone .[ citation needed ] That said, the audio quality of modern recording studios still outstrips what an amateur can produce. [19]

    Criticism[ edit ]

    Main article: Music journalist
    See also: Rockism and poptimism

    Global perspective[ edit ]

    In contrast to Western popular music, a genre of music that is popular outside of a Western nation, is categorized into World music . This label turns otherwise popular styles of music into an exotic and unknown category. The Western concept of ‘World Music’ homogenizes many different genres of popular music under one accessible term for Western audiences. [15] New media technology has led urban music styles to filter into distant rural areas across the globe. The rural areas, in turn, are able to give feedback to the urban centers about the new styles of music. [14] Urbanization, modernization, exposure to foreign music and mass media have contributed to hybrid urban pop styles. The hybrid styles have also found a space within Western popular music through the expressions of their national culture. [13] Recipient cultures borrow elements from host cultures and alter the meaning and context found in the host culture. Many Western styles, in turn, have become international styles through multinational recording studios. [13]

    Africa[ edit ]

    See also: African popular music

    Senegalese rapper, Didier Awadi

    Popular African music styles have stemmed from traditional entertainment genres, rather than evolving from music used with certain traditional ceremonies like weddings, births, or funerals. [13] African popular music as a whole has been influenced by European countries, African-American and Afro-Latin music, and region-specific styles that became popular across a wider range of people. Although due to the significance and strong position of culture in traditional African music, African popular music tends to stay within the roots of traditional African Popular Music. [20] [13] The genre of music, Maskanda , is popular in its culture of origin, South Africa. Although maskanda is a traditional music genre by definition, the people who listen to it influence the ideals that are brought forth in the music. [21] A popular maskandi artist, Phuzekhemisi, had to lessen the political influence within his music to be ready for the public sphere. His music producer, West Nikosi, was looking for the commercial success in Phuzekhemisi’s music rather than starting a political controversy. [21]

    Political songs have been an important category of African popular music in many societies. During the continent’s struggle against colonial rule, nationalistic songs boosted citizens’ morale. These songs were based on Western marches and hymns reflecting the European education system that the early nationalistic leaders grew up in. Not all African political songs were based on Western styles. For example, in South Africa, the political songs during the Anti-Apartheid Movement were based on traditional tribal styles along with hybrid forms of imported genres. [13] Activists used protest and freedom songs to persuade individuals to take action, become educated with the struggle, and empower others to be politically conscious. [22] These songs reflected the nuances between the different classes involved in the liberation struggle. [13]

    One of the genres people of Africa use for political expression is Hip hop . [23] Although hip hop in Africa is based on the North American template, it has been remade to produce new meanings for African young people. This allows the genre to be both locally and globally influential. [23] African youth are shaped by the fast-growing genre’s ability to communicate, educate, empower, and entertain. [23] Artists who would have started in traditional music genres, like maskanda, became hip hop artists to provide a stronger career path for themselves. These rappers compare themselves to the traditional artists like the griot and oral storyteller, who both had a role in reflecting on the internal dynamics of the larger society. [23] African hip hop creates youth culture, community intelligence, and global solidarity. [23]

    Asia[ edit ]

    Indonesia[ edit ]

    See also: Music of Indonesia

    KRAS, also known as Heavy Metal Punk Machine, is an Indonesian heavy metal band

    Popular music in Indonesia can be categorized as hybrid forms of Western rock to genres that are originated in Indonesia and indigenous in style. [13] The genre of music, Dangdut , is a genre of popular music specifically found in Indonesia . Dangdut formed two other styles of popular music, Indo-pop and Underground , [24] together to create a new hybrid or fusion genre. The genre takes the noisy instrumentation from Underground, but still makes it easy to listen to like Indo-pop. Dangdut attempts to form many popular music genres like rock, pop, and traditional music to create this new sound that lines up with the consumers’ tastes. [25] This genre has formed into a larger social movement that includes clothing, youth culture, the resurgence of Islam, and the capitalist entertainment industry. [13]

    Another music scene that is popular in Indonesia is Punk rock . This genre was shaped in Indonesia by the local interpretations of the media from the larger global punk movement. [24] Jeremy Wallach argues that while Green Day was seen as the “death of punk,” in Indonesia they were the catalyst for a larger punk movement. [24] Punk in Indonesia calls on the English-speaking world to embrace the global sects of the punk culture and become open-minded to the transnational genre. [24]

    China[ edit ]

    In a 2015 study involving young students in Shanghai , youths stated they enjoyed listening to both Chinese, other Asian nationalities, and Anglo-American popular music. There are three ways that young people of China were able to access global music. [16] The first reason was a policy change since the late 1970s where the country was opened up to the rest of the world instead of being self-contained. This created more opportunities for Chinese people to interact with people outside of their country of origin to create a more globalized culture. The second reason is that the Chinese television and music industry since the 1980s has broadcast television shows from their neighboring Asian societies and the West. The third reason is the impact of the internet and smartphones on the accessibility of streaming music. [16]

    In 2015, students in China accounted for 30.2% of China’s internet population and the third and fifth most popular uses of the internet were respectively, internet music and internet video use. The youths described being able to connect to the emotions and language of the Chinese music, but also enjoyed the melodies found within Anglo-American music. The students also believed that listening to the English music would improve their English language skills. [16]

    Middle East[ edit ]

    Iranian rock band Kiosk , live in 2007

    Modernization of music in the Arab world involved borrowing inspiration from Turkish music and Western musical styles. [26] The late Egyptian singer, Umm Kulthum , stated,

    “We must respect ourselves and our art. The Indians have set a good example for us – they show great respect for themselves and their arts. Wherever they are, they wear their native dress and their music is known throughout the world. This is the right way.”

    She discussed this to explain why Egypt and the Arab world needed to take pride in the popular music styles originating in their culture so the styles were not lost in the modernization. [26] Local musicians learned Western instrumental styles to create their own popular styles including their native languages and indigenous musical features. [26] Communities in throughout the Arab world place high value on their indigenous musical identities while assimilating to new musical styles from neighboring countries or mass media. [26] Through the 1980s and 1990s, popular music has been seen as a problem for the Iranian government because of the non-religious meanings within the music and the bodily movements of dancing or headbanging. [27] During this time period, metal became a popular underground subculture through the Middle East . Just like their Western counterparts, Middle Eastern metal followers expressed their feelings of alienation. But their thoughts came from war and social restrictions on youth. [28]

    In interviews of Iranian teenagers between 1990 and 2004, the youth overall preferred Western popular music, even though it was banned by the government. [27] Iranian underground rock bands are composed of members who are young, urban-minded, educated, relatively well-off, and global beings. Iranian rock is described by the traits that these band members possess. [27] The youth who take part in underground music in the Middle East are aware of the social constraints of their countries, but they are not optimistic about social change. [28] Iranian rock bands have taken up an internationalist position to express their rebellion from the discourses in their national governments. [27]

    See also[ edit ]

    • Music radio
    • Popular culture
    • List of popular music performers
    • List of popular music genres
    • Popular music pedagogy
    • List of honorific titles in popular music
    • Music popularity index
    • Volume!

    References[ edit ]

    1. ^ a b c Popular Music. (2015). Funk & Wagnalls New World
      dedicace l fadda Aloumari et Hamane Encyclopedia
    2. ^ a b c Middleton, Richard ; Manuel, Peter (2001). “Popular Music”. Grove Music Online. Oxford Index. ISBN   9781561592630 . 
    3. ^ “Definition of “popular music” | Collins English Dictionary” . www.collinsdictionary.com. Retrieved 2015-11-15. 
    4. ^ a b Arnold, Denis (1983). The New Oxford Companion Music, Volume 1: A-J. Oxford University Press. p. 111. ISBN   0-19-311316-3 . 
    5. ^ a b Arnold, Denis (1983). The New Oxford Companion to Music, Volume 2: K-Z. Oxford University Press. p. 1467. ISBN   0-19-311316-3 . 
    6. ^ a b c Tagg, Philip (1982). “Analysing popular music: theory, method and practice”. Popular Music. doi : 10.1017/S0261143000001227 . 
    7. ^ Lamb, Bill. “Pop Music Defined” . About Entertainment. About.com. Retrieved 13 November 2015. 
    8. ^ Allen, Robert. “Popular music”. Pocket Fowler’s Modern English Usage. 2004.
    9. ^ Laurie, Timothy (2014). “Music Genre As Method”. Cultural Studies Review. 20 (2), pp. 283-292.
    10. ^ a b c d e Sadie, Stanley, ed. (2001). “Popular Music: Form”. The New Grove Dictionary of Music and Musicians. 20. New York: Grove. pp. 142–144. ISBN   0333608003 . 
    11. ^ Lashua, Brett (2014). Sounds and the City: Popular Music, Place and Globalization. Basingstoke: Palgrave Macmillan. p. 19. ISBN   9781137283115 . 
    12. ^ Furlong, Andy (2013). Youth Studies: An Introduction. London: Routledge. p. 237. ISBN   9780203862094 . 
    13. ^ a b c d e f g h i Manuel, Peter (1988). Popular Musics of the Non-Western World. New York: Oxford University Press. pp. 7, 11–12, 20, 85–86, 88, 205, 210, 212, 220. ISBN   0195053427 . 
    14. ^ a b c d Middleton, Richard (1990). Studying Popular Music. Philadelphia: Open University Press. pp. 46, 136, 155, 249, 293. ISBN   0335152759 . 
    15. ^ a b Eisentraut, Jochen (2012). The Accessibility of Music: Participation, Reception and Contact. Cambridge: Cambridge University Press. pp. 41–42, 197–198. ISBN   9781139616294 . 
    16. ^ a b c d Law, Wing-Wah; Ho, Wai-Chung (2015-08-01). “Popular music and school music education: Chinese students’ preferences and dilemmas in Shanghai, China” . International Journal of Music Education. 33 (3): 304–324. doi : 10.1177/0255761415569115 . ISSN   0255-7614 . 
    17. ^ Middleton, Richard (1990). Studying Popular Music. Philadelphia: Open University Press. p. 46. ISBN   0335152759 . 
    18. ^ a b c d e f g h Middleton, Richard and Peter Manuel. “Popular music” in Grove Music Online.
    19. ^ Kane, K. (1999, 11). Recording: Recording options for the indie artist. Canadian Musician, 21,
      62.
    20. ^ Emielu, Austin (October 2011). “Some theoretical perspectives on African popular music”. 30: pp. 371–388. JSTOR   23359909 . CS1 maint: Extra text ( link )
    21. ^ a b Olsen, Kathryn (2014). Music and Social Change in South Africa: Maskanda Past and Present. Phildephia: Temple University Press. pp. 61–62, 64. ISBN   9781439911389 . 
    22. ^ Rojas, Eunice (2013). Sounds of Resistance: The Role of Music in Multicultural Activism. Santa Barbara: ABC-CLIO. pp. 266–267. ISBN   9780313398063 . 
    23. ^ a b c d e Saucier, Paul Khalil (2014). “Continental Drift: The Politics and Poetics of African Hip Hop”. In Lashua, Brett. Sounds and the City: Popular Music, Place and Globalization. Basingstoke: Palgrave Macmillan. pp. 196–197, 199, 201, 203–204, 206. ISBN   9781137283108 . 
    24. ^ a b c d Wallach, Jeremy (2014). “Indieglobalization and the Triumph of Punk in Indonesia”. In Lashua, Brett. Sounds and the City: Popular Music, Place and Globalization. Basingstoke: Palgrave Macmillan. pp. 149, 151–152, 157. ISBN   9781137283108 . 
    25. ^ Wallach, Jeremy; Clinton, Esther (2013-01-01). “History, Modernity, and Music Genre in Indonesia: Popular Music Genres in the Dutch East Indies and Following Independence” . Asian Music. 44 (2): 3–23. doi : 10.1353/amu.2013.0020 . ISSN   1553-5630 . 
    26. ^ a b c d Danielson, Virginia (1988). “The Arab Middle East”. In Manuel, Peter Lamarche. Popular Musics of the Non-Western World. New York: Oxford University Press. pp. 151, 156–158. ISBN   0195053427 . 
    27. ^ a b c d Nooshin, Laudan (2005-09-01). “Underground, overground: Rock music and youth discourses in Iran” . Iranian Studies. 38 (3): 463–494. doi : 10.1080/00210860500300820 . ISSN   0021-0862 . 
    28. ^ a b Wagg, Stephen (2014). “How Many Divisions Does Ozzy Osbourne Have?’ Some Thoughts on Politics, Heavy Metal Music, and the ‘Clash of Civilizations“. In Lashua, Brett. Sounds and the City: Popular Music, Place and Globalization. Basingstoke: Palgrave Macmillan. pp. 136, 141. ISBN   9781137283108 . 

    Further reading[ edit ]

    • T.W. Adorno with G. Simpson: ‘On Popular Music’, Studies in Philosophy and Social Science, ix (1941), 17–48
    • R. Iwaschkin: Popular Music: a Reference Guide (New York, 1986)
    • P. Hardy and D. Laing: The Faber Companion to 20th-Century Popular Music (London, 1990/R)
    • Larry Freeman: The Melody Lingers on: 50 Years of Popular Song (Watkins Glen, N.Y.: Century House, 1951). 212 p. N.B.: Includes a chronology, “50 Years of Song Hits”, on p. 193-215.
    • Haddix, Chuck. Rags to Be-bop: the Sounds of Kansas City Music, 1890-1945. [Text by] Chuck Haddix (Kansas City, Mo.: University of Missouri at Kansas City, University Libraries, Marr Sound Archives, 1991). Without ISBN
    • J. Kotarba, B. Merrill, J. P. Williams, & P. Vannini Understanding Society through Popular Music. NY:Routledge, 2013 (second ed.) ISBN   9780415 641951
    • R. Middleton: Studying Popular Music (Milton Keynes, 1990)
    • P. Gammond: The Oxford Companion to Popular Music (Oxford, 1991)
    • D. Brackett: Interpreting Popular Music (Cambridge, 1995)
    • M. Sorce Keller : “Continuing Opera with Other Means: Opera, Neapolitan song,and popular music among Italian immigrants overseas”, Forum Italicum, Vol. XLIX(2015), No 3, 1- 20.

    External links[ edit ]

    Look up popular music in Wiktionary, the free dictionary.
    Library resources about
    Popular music


    • Resources in your library
    • Resources in other libraries
    • Genres of popular music – Interactive relationships diagram
    • Famous Music Videos – Music Video Databases I have not seen a thing of my favorite song base – YouTube, Google Video, MySpace TV, MetaCafe, DailyMotion, Veoh, Current.com, ClipFish.de, MyVideo.de, Break.com and EyeSpot
    • The 1950s-2000’s Week-By-Week – Looks at pop music/albums/radio and music news through these decades.
    • Pop Culture Madness Features the most requested pop songs 1920s through today
    • The Daily Vault music reviews
    • Yale Music Library Guide to Pop Music Research
    • Volume! the French academic journal dedicated to the study of popular music
    • Éditions Mélanie Seteun ! a French publisher dedicated to popular music studies – publishes Volume! , the French journal of PMS.
    Authority control Edit this at Wikidata
    • NARA : 10642771
    • NDL : 00565366
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