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205-6-2

Course: MUSC 205, Spring 2012
School: University of Maryland
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6 Doo-Wop Girl Lecture Groups Doo Wop Gospel based, urban, black, male, 1950s-early 60s Sound: tenor lead, deep bass, soaring falsetto Nonsense syllables (thus doo-wop) Intricate harmonic arrangements EX. The Chords, Sh-Boom (1954) Jazz flavor: scat singing, sax solo, backup vocal rhythms Doo-wop characterized by one-hit wonders EX. The Penguins, Earth Angel (1954) An early crossover hit Garage...

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6 Doo-Wop Girl Lecture Groups Doo Wop Gospel based, urban, black, male, 1950s-early 60s Sound: tenor lead, deep bass, soaring falsetto Nonsense syllables (thus doo-wop) Intricate harmonic arrangements EX. The Chords, Sh-Boom (1954) Jazz flavor: scat singing, sax solo, backup vocal rhythms Doo-wop characterized by one-hit wonders EX. The Penguins, Earth Angel (1954) An early crossover hit Garage recording One of the most popular oldies today EX. Frankie Lymon and the Teenagers, Why Do Fools Fall In Love? (1956) Other big doo-wop hits include: The Platters, Only You (1955) Doo-wop groups were often named after cars and, especially, birds The Five Satins, In the Still of the Night (1956) A Cappella Doo wop was initially a form of a cappella singing, popular on campuses today Bobby McFerrins influence: new sounds, techniques Don Kirshner Professional songwriters now become a force (1960-1963) Kirshner was the mastermind publisher and producer behind this new phase A Tin Pan Alley approach Basic shift in the music industry at mid-century: From upper class urban music to working class rural music From sheet music to records From the majors to independent record companies From written to oral traditions The Brill Building Songwriting teams: Sedaka/Greenfield Goffin/King Mann/Weil Barry/Greenwich Girl Groups Kirshner and the Brill Building writers built upon the doo-wop sound In the early 60s they sold hundreds of songs that took a large share of the market Innocent songs of adolescent romance for teen girls Sung by African-American girl groups EX. The Chiffons, Hes So Fine Du-lang, du-lang (Doo-Wop) What is the message here? EX. The Shirelles, Will You Love Me Tomorrow (1961) Written by Gerry Goffin and Carol King, the first no. 1 hit by a girl group Uncharacteristically mature theme (premarital sex): Tonight youre mine completely You give your love so sweetly Tonight the light of love is in your eyes But you will love me tomorrow? Girl groups and solo female singers (Shirelles, Marvelettes, Ronettes, Crystals, Mary Wells, Patsy Cline, and so forth) had much success in early 60s The music of the girl groups is some of the most carefully crafted in all of rock The Monkees The Pre-Fab Four: Americas TV answer to the early Beatles EX. Daydream Believer TV series debuted Fall 1966, ran two years Records became even bigger than the show Tin Pan Alley approach: songs by Neil Diamond, Goffin/King etc.; performed by studio musicians Producers rock Girl groups, like The Monkees, rarely wrote or played the songs Girl group rock was producers rock, and the greatest producer was Phil Spector Phil Spector Wrote or co-wrote the music; picked the singers, instrumentalists, and engineers; produced the records; controlled every aspect Produced two of the best girl groups, The Ronettes and The Crystals EX. The Ronettes, Be My Baby (1963) Tough, sexy: the first bad girls of rock Remarkable sound on this recording The Wall of Sound The power of Richard Wagner EX. Prelude from Act III, Lohengrin Achieved in studio by doubling instruments (5-7 guitars, 3 pianos etc.) and using a lot of echo Little symphonies for the kids Spector produced a small number of meticulously crafted songs each year An influential approach and sound EX. The Crystals, Da Doo Ron Ron Spector often recorded at Gold Star Studio in LA; with studio musicians known as The Wrecking Crew (including Hal Blaine, Carol Kaye) EX. The Righteous Brothers, Youve Lost That Loving Feeling Girl groups summary Girl groups closely tied to Brill Building songwriters had much success in early 60s Carefully crafted music dealing with teen girl themes Formation (and presentation?) carries on in Motown (Supremes) and today (TLC, Destinys Child) The Big Picture Rock history: a struggle between raw energy and musical sophistication? With the girl groups, women enter rock
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University of Maryland - MUSC - 205
Lecture 6Doo-WopGirl GroupsDoo WopGospel based, urban, black, male, 1950s-early 60sSound: tenor lead, deep bass, soaring falsettoNonsense syllables (thus doo-wop)Intricate harmonic arrangementsEX. The Chords, Sh-Boom (1954)Jazz flavor: scat singi
University of Maryland - MUSC - 205
Lecture 7Surf, Beach BoysSurf MusicCalifornia in the late 50s and early 60s: strong economy and image of fun and sun drewpeople westSurfing: a California craze, especially after the 1959 film GidgetSurfers developed their own culture and musicDick
University of Maryland - MUSC - 205
Lecture 7Surf, Beach BoysSurf MusicCalifornia in the late 50s and early 60s: strong economy and image of fun and sun drewpeople westSurfing: a California craze, especially after the 1959 film GidgetSurfers developed their own culture and musicDick
University of Maryland - MUSC - 205
Lecture 8Folk, Dylan, Folk-RockFolk MusicFolk denotes music in an oral tradition, rural, relatively simple, performed by nonprofessionalsIn 20th-century America, folk became urban as well, and folk songs were important inpolitical and social movement
University of Maryland - PSYC - 200
PSYC100, Fall 2011, Exam 3, Version APSYC 100 INTRODUCTION TO PSYCHOLOGY DR. SMITHFall, 2011DO NOT TURN THIS PAGE OVER UNTIL YOU ARE TOLD TO DO SO.EXAM 3December 8, 2011NAME: _UMID: _DIRECTIONS:1. Make sure you write your name and UMID (NOT SS!)
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 18am class TA: Say Young Kim8am class TA: Say Young KimOffice Hours: Thursdays 10-12pm or by apptOffice: Benjamin #3238#3238Email: saykim@umd.edusay(sayyoung.kim@gmail.com)9:30am class TA: Mark Saffe
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 2AgainAgainPlease make sure youstaple your homeworkhomeworkinclude your name, UID, lecture time,your name UID lecture timeand discussion time at the toporganize your thoughts on the paperSeelasttime
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 2AgainAgainPlease make sure youstaple your homeworkhomeworkinclude your name, UID, lecture time,your name UID lecture timeand discussion time at the toporganize your thoughts on the paperSeelasttime
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 2SeelasttimeFrequencyandgroupeddistributiontablesDepictingdataMeasureofcentraltendencyMeanMedianModeShapesofcurvesSymmetryModalitySkewnessMeasureofvariability(spread)RangeDeviationscoresSumsofs
University of Maryland - PSYC - 200
PSYC 200Statistical Methods inPsychologyLab 4andnowawordfromoursponsorhttp:/www.youtube.com/watch?v=Nezb_YNschcSeelasttimeMeasureofcentraltendencyMeanMedianModeMeasureofvariabilityVarianceStandarddeviationStandardscoresanddistributionsZscor
University of Maryland - PSYC - 200
HOMEWORK 11. List a belief that you hold to be true. Determine how you know this belief to be true. Use the labels forways of knowing that we discussed in class.2. For each of the following, indicate whether a variable or a constant is being described:
University of Maryland - PSYC - 200
HOMEWORK 11. List a belief that you hold to be true. Determine how you know this belief to be true. Use the labels forways of knowing that we discussed in class.2. For each of the following, indicate whether a variable or a constant is being described:
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 1 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 21. Identify and justify what level of measurement is being used for each of the following:a. Assessing if a person is either an introvert or an extravertb. Ranking job applicants for a potential jobc. Assessing confidence in a jurors verdict
University of Maryland - PSYC - 200
HOMEWORK 21. Identify and justify what level of measurement is being used for each of the following:a. Assessing if a person is either an introvert or an extravertb. Ranking job applicants for a potential jobc. Assessing confidence in a jurors verdict
University of Maryland - PSYC - 200
HOMEWORK 2 ANSWERSImportant note about homework: Please be sure you submit your homework questions in order, and you makeit obvious which questions you are answering. In an effort to save paper, you do not need to submit thequestions; you only need to
University of Maryland - PSYC - 200
HOMEWORK 31. You are the happy teacher in charge of teaching a group of students the greatness of statistics and yougive them a short exam to assess their knowledge of the subject after you impart your awesomeknowledge. However, you did not realize how
University of Maryland - PSYC - 200
HOMEWORK 31. You are the happy teacher in charge of teaching a group of students the greatness of statistics and yougive them a short exam to assess their knowledge of the subject after you impart your awesomeknowledge. However, you did not realize how
University of Maryland - PSYC - 200
Homework 4 You have just begun a new job! Unfortunately, within two weeks, you come to the conclusion that your boss is a bit abusive, as he/she constantly yells at you. You begin experiencing more trouble sleeping,
University of Maryland - PSYC - 200
Homework 4 You have just begun a new job! Unfortunately, within two weeks, you come to the conclusion that your boss is a bit abusive, as he/she constantly yells at you. You begin experiencing more trouble sleeping,
University of Maryland - PHIL - 140
PHIL 140Fall 2011Exam One Study GuideDEFINITIONS: You should be able to define and give examples for the followingnotionsValid ArgumentSound ArgumentPremiseConclusionNecessary conditionDeductive arguments v. Inductive argumentsSufficient condit
University of Maryland - PHIL - 140
PHIL 140Fall 2011Exam Three Study GuideDEFINITIONS: You should be able to define and give examples for the followingnotionsVeil of ignoranceOriginal PositionSentienceMoral CommunityPerson v. HumanMoral Decency (being a Good Samaritan v. Minimall
University of Maryland - PHIL - 140
PHIL 140Fall 2011Exam Two Study GuideDEFINITIONS: You should be able to define and give examples for the followingnotionsType-Token DistinctionMorally obligatory v. morally permissibleInvoluntary/ Nonvoluntary/Voluntary EuthanasiaActive v. Passive
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 4:EARTHQUAKES AND FAULTING (02/09)Lecture 4: Earthquakes and faulting(02/09)Reading AssignementReading Assignme
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 3: AHISTORY OF EARTHQUAKES (02/07)Lecture 3: A History of Earthquakes(02/07)Reading AssignementReading Assignem
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 2: PLATETECTONICS (02/02)Lecture 2: Plate Tectonics (02/02)Reading Assignement Reading: The Dynamic Planet. Acce
University of Maryland - GEOL - 204
GEOL200 ALL SECTIONS - SPRING 2012:EARTH'S FURY: EARTHQUAKES, VOLCANOES,AND TSUNAMI (201201_GEOL200_MONTESI) > COURSE DOCUMENTS > LECTURE 1:STRUCTURE OF THE EARTH (01/31)Lecture 1: Structure of the Earth (01/31)Reading Assignement Reading: The interi
University of Maryland - CLAS - 170
Review slidesEssay Questions Describe the cosmos according to Greek myth:How are the gods organized? How did thatorganization come about? How stable is it?Describe the functions and character of three ofthe gods, including Demeter. How does the myt
University of Maryland - CLAS - 170
University of Maryland - AASP - 202
Alexandra NassJanuary 2, 2012Writing PromptsWhat were the five stylistic features of the slave spiritual that Levine discusses?Why are they significant?The stylistic features of spiritual discussed were ignorant because of the impactthey had on the
University of Maryland - AASP - 202
Alexandra NassAASP202February 14, 2012WP: Week 4(Levine, 102-135)Toward the end of his discussion of trickster tales, Levine posits two possibleinterpreations of these tales, what are these interpretations? What is significantabout each?Levinemake
University of Maryland - AASP - 202
Alexandra NassAASP202February 9, 2012WP: week 3What is the significance of Levines discussion of Frederick Douglass, SandyJenkins, and Covey? Who are each of these figures? What is important about theirinteraction here?Sandy is a slave who lives ne
University of Maryland - AASP - 202
Alexandra NassAASP202February 7, 2012Week 3: Writing Prompts1. In your own words, define and discuss the notion of sacred time and space.What are some of the key characteristics of this, according to Levine, andwhat did seeing the world in this way
University of Maryland - AASP - 202
Alexandra NassAASP202February 14, 2012WP: Week 4(Levine, 102-135)Toward the end of his discussion of trickster tales, Levine posits two possibleinterpreations of these tales, what are these interpretations? What is significantabout each?Levinemake
University of Maryland - AASP - 202
Alexandra NassFebruary 14, 2012AASPWeek 4: WPAccess the conclusion of Faucsts argument. Consider the section that begins with in the preoccupation with the undeniable importance of the master slaverelationship. on pg. 93. In your own words, what is
University of Maryland - CMLT - 275
How the Garcia Girls Lost Their Accents Snow (Yolanda)1st year in NY rented small apartment with catholic schooltaught by sisters of charity( hefty women long black gownslook peculiar, dolls in mourning)liked them a lot ( grandmotherly 4th grade teac
University of Maryland - CMLT - 275
How The Garcia Girls Lost Their AccentsFebruary 23, 2012: In class Discussion1. Chucha's first person narrative at the end of "The Blood of theConquistadores" (p. 221-224):Why does Chucha, the family's spiritual Haitian servant, get the lastword on t
University of Maryland - CMLT - 275
Alexandra NassCMLT275Close Reading AssignmentWhy it matters? (Interpretation)When observing this specific passage, the concept of interpretation wasinfluenced by the style of close reading. With the prior information and analysis thatweve gathered a
University of Maryland - CMLT - 275
How the Garcia Girls Lost Their AccentsTrespass Garcias one American year old celebration of coming to thegreat country Carla: what do you wish for on the first celebration of theday you lost everything Not get used to American wish-making without b
University of Maryland - CMLT - 275
How The Garcia Girls Lost Their AccentsPart 1: 1989-1972 4 Dominican/ American sisters: Carla, Sandra, Yolanda, SofiaStory #1: Antojos 3rd daughter: Yolanda returns after 5 years to Dominican republic, where she was born, visits aunts andcousins wa
University of Maryland - CMLT - 275
The blood of the Conquistadors ( Mami, papi, & the 4 girls)Father notices 2 men walking to the house in khakis, andsunglasses, and sees a gun.-> motions to the cook standingbeside himGirls are playing in the bedroom when father runs by to thebedroom
University of Maryland - CMLT - 275
The Human Body ( yoyo)All lived side-side in ajoining houses on property owned bygrandparentsEvery kid in family paired up w a best friend cousinCarla & Lucinda: oldest 2 cousins, giggly, gossipygirlfriendship makes everyone feel left outSandi & Gi
University of Maryland - COMM - 107
Interview AssignmentThis assignment prepares you to conduct an interview with a professional in the field.Complete the following tasks:o Set up a face-to-face interview with a professional who can help you learn moreabout a career you may be intereste
University of Maryland - COMM - 107
Interviewer: Alexandra NassInterviewee: Kimberly VanPutten-GardnerContact Information: counseling@affinitycfls.com(888) 737- 3330February 24, 2012Purpose of the Interview: I am interested in Dr. Van Putten-Gardners career fieldbecause of my desire t
University of Maryland - COMM - 107
Alexandra NassCOMM107February 20, 2012Interview ProjectCareer Field ProfileFor my career field profile project, I decided to speak to a teacher within thefamily science department at the University of Maryland, Dr. Kimberly Van PuttenGardener. I am
University of Maryland - COMM - 107
Alexandra NassUNIV100-fc17Interview PaperFor my interview I decided to speak to my future of families teacher, Kimberly VanPutten-Gardner. I chose to interview this teacher because family sciences is a major that I wouldlike pursue in my future. Kimb
University of Maryland - EDSP - 240
Alexandra NassEDSP210January 31, 2012 I am Sam Movie Questions1. what type of disabilities do you recognize in the movie?- mental retardation- down syndrome- autism- socially impaired- physically/ psychologically impaired2. Who had a disability?
University of Maryland - EDSP - 240
PreschoolEligibility:Ages served:Focus ofservices:-Needs early intervention servicesbecause of developmental delay-Because of the delays, the childneeds special educationAnd related services-children can now be defined bydisability categories b
University of Maryland - EDSP - 240
Alexandra NassEDSP210February 7, 2012The 5 Foundational guarantees to P.L. 94-142/IDEIA1. Free Appropriate Public Education (FAPE): Free= special education and related services at no cost Appropriate= EDUCATIONAL BENEFIT Public= zero reject, no exc
University of Maryland - MUET - 200
Alexandra NassMUET200TA: Deborah ByrdFebruary 13, 2012Stone Gender, Identity and Ethnicity IssuesFocus Questions:1. Based on the brief summary of feminism, gender, and sexuality in Stone, give anexample of how one of these issues is expressed in mu
University of Maryland - MUET - 200
Alexandra NassMuet200FC- week 4February 20, 2012TA: Deborah ByrdUnit I, Section B: My Music and IdentityReadings: Garofalo Getting Back to Business: Popular Music in the NewMillenniumFocus Questions :1. How did the events of 9/11 and the subseque
University of Maryland - MUET - 200
1Alexandra NassMUET200-0101Dr. SandstormTA:January 30, 2012Focus Questions: The Spirit Travels: Immigrant Music in AmericaA myriad of expressions of individual and/ or collective identity are performedthrough the different Immigrant musics within
University of Maryland - MUET - 200
Alexandra NassMuet200TA: Deborah ByrdFebruary 7, 2012Unit I, Section A: Ethnomusicology and Music-CultureReadings: Titon The Music-Culture as a World of Music and Charry JeliyaFocus Questions (Titon):1. What is a soundscape? Stand still for a momen
University of Maryland - MUET - 200
1MUET 200 Semester: Spring 2012WORLD POPULAR MUSICS AND IDENTITYInstructor: Dr. Boden Sandstromboden@umd.eduOffice Phone: 301-405-5567Office: 3110H CSPACOffice Hours: T, 11am 1pm or by appointmentLecture: Wednesdays 1:00pm - 2:50pm, 0200 SkinnerDi
University of Maryland - MUET - 200
Alexandra NassMUET200TA: Deborah ByrdFebruary 15, 2012Mahiri Keita EdwardsWith a lack of knowledge about the history and culture of music, the performanceof Mahriri Keita Edwards opened my eyes to a new musical tradition I was unaware of.The role t
University of Maryland - MUET - 200
2/1/12 Class NotesEthnomusicology, Music-Culture and Performance:Field of Ethnomusicology:Society for Ethnomusicology (SEM)Bruno Nettl- 1955 (founder of SEM)Music and AnthropologyThe study of music in the context of human life- Jeff Todd TitonMain
University of Maryland - FMSC - 298F
Is cybersex cheating?Yes: Cybersex is Cheating (Susan A. Milstein) There is no single definition for cybersex Cybersex may include a variety of behaviors (online love letter emails, instant messages,virtual date in a chat room involving one or both pe