11,021 research outputs found

    Examples of works to practice staccato technique in clarinet instrument

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    Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır. Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur. Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir. Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır. Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır

    Message Journal, Issue 5: COVID-19 SPECIAL ISSUE Capturing visual insights, thoughts and reflections on 2020/21 and beyond...

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    If there is a theme running through the Message Covid-19 special issue, it is one of caring. Of our own and others’ resilience and wellbeing, of friendship and community, of students, practitioners and their futures, of social justice, equality and of doing the right thing. The veins of designing with care run through the edition, wide and deep. It captures, not designers as heroes, but those with humble views, exposing the need to understand a diversity of perspectives when trying to comprehend the complexity that Covid-19 continues to generate. As graphic designers, illustrators and visual communicators, contributors have created, documented, written, visualised, reflected, shared, connected and co-created, designed for good causes and re-defined what it is to be a student, an academic and a designer during the pandemic. This poignant period in time has driven us, through isolation, towards new rules of living, and new ways of working; to see and map the world in a different light. A light that is uncertain, disjointed, and constantly being redefined. This Message issue captures responses from the graphic communication design community in their raw state, to allow contributors to communicate their experiences through both their written and visual voice. Thus, the reader can discern as much from the words as the design and visualisations. Through this issue a substantial number of contributions have focused on personal reflection, isolation, fear, anxiety and wellbeing, as well as reaching out to community, making connections and collaborating. This was not surprising in a world in which connection with others has often been remote, and where ‘normal’ social structures of support and care have been broken down. We also gain insight into those who are using graphic communication design to inspire and capture new ways of teaching and learning, developing themselves as designers, educators, and activists, responding to social justice and to do good; gaining greater insight into society, government actions and conspiracy. Introduction: Victoria Squire - Coping with Covid: Community, connection and collaboration: James Alexander & Carole Evans, Meg Davies, Matthew Frame, Chae Ho Lee, Alma Hoffmann, Holly K. Kaufman-Hill, Joshua Korenblat, Warren Lehrer, Christine Lhowe, Sara Nesteruk, Cat Normoyle & Jessica Teague, Kyuha Shim. - Coping with Covid: Isolation, wellbeing and hope: Sadia Abdisalam, Tom Ayling, Jessica Barness, Megan Culliford, Stephanie Cunningham, Sofija Gvozdeva, Hedzlynn Kamaruzzaman, Merle Karp, Erica V. P. Lewis, Kelly Salchow Macarthur, Steven McCarthy, Shelly Mayers, Elizabeth Shefrin, Angelica Sibrian, David Smart, Ane Thon Knutsen, Isobel Thomas, Darryl Westley. - Coping with Covid: Pedagogy, teaching and learning: Bernard J Canniffe, Subir Dey, Aaron Ganci, Elizabeth Herrmann, John Kilburn, Paul Nini, Emily Osborne, Gianni Sinni & Irene Sgarro, Dave Wood, Helena Gregory, Colin Raeburn & Jackie Malcolm. - Coping with Covid: Social justice, activism and doing good: Class Action Collective, Xinyi Li, Matt Soar, Junie Tang, Lisa Winstanley. - Coping with Covid: Society, control and conspiracy: Diana Bîrhală, Maria Borțoi, Patti Capaldi, Tânia A. Cardoso, Peter Gibbons, Bianca Milea, Rebecca Tegtmeyer, Danne Wo

    Dialogical arts through sustainable communities: acting on the margins, redefining empowerment

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    'Exarcheia doesn't exist': Authenticity, Resistance and Archival Politics in Athens

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    My thesis investigates the ways people, materialities and urban spaces interact to form affective ecologies and produce historicity. It focuses on the neighbourhood of Exarcheia, Athens’ contested political topography par excellence, known for its production of radical politics of discontent and resistance to state oppression and eoliberal capitalism. Embracing Exarcheia’s controversial status within Greek vernacular, media and state discourses, this thesis aims to unpick the neighbourhoods’ socio-spatial assemblage imbued with affect and formed through the numerous (mis)understandings and (mis)interpretations rooted in its turbulent political history. Drawing on theory on urban spaces, affect, hauntology and archival politics, I argue for Exarcheia as an unwavering archival space composed of affective chronotopes – (in)tangible loci that defy space and temporality. I posit that the interwoven narratives and materialities emerging in my fieldwork are persistently – and perhaps obsessively – reiterating themselves and remaining imprinted on the neighbourhood’s landscape as an incessant reminder of violent histories that the state often seeks to erase and forget. Through this analysis, I contribute to understandings of place as a primary ethnographic ‘object’ and the ways in which place forms complex interactions and relationships with social actors, shapes their subjectivities, retains and bestows their memories and senses of historicity

    A Case Study Examining Japanese University Students' Digital Literacy and Perceptions of Digital Tools for Academic English learning

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    Current Japanese youth are constantly connected to the Internet and using digital devices, but predominantly for social media and entertainment. According to literature on the Japanese digital native, tertiary students do not—and cannot—use technology with any reasonable fluency, but the likely reasons are rarely addressed. To fill the gap in the literature, this study, by employing a case study methodology, explores students’ experience with technology for English learning through the introduction of digital tools. First-year Japanese university students in an Academic English Program (AEP) were introduced to a variety of easily available digital tools. The instruction was administered online, and each tool was accompanied by a task directly related to classwork. Both quantitative and qualitative data were collected in the form of a pre-course Computer Literacy Survey, a post-course open-ended Reflection Activity survey, and interviews. The qualitative data was reviewed drawing on the Technology Acceptance Model (TAM) and its educational variants as an analytical framework. Educational, social, and cultural factors were also examined to help identify underlying factors that would influence students’ perceptions. The results suggest that the subjects’ lack of awareness of, and experience with, the use of technology for learning are the fundamental causes of their perceptions of initial difficulty. Based on these findings, this study proposes a possible technology integration model that enhances digital literacy for more effective language learning in the context of Japanese education

    Pocket size interactive films: Embedding the mobile devices’ features, characteristics and affordances into filmic interactive narratives.

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    Throughout the history of interactive film, creators have experimented with different modes of interaction to allow for the viewers’ agency. As interactive films have not yet established a standardised form, projects have continually been shaped by new technology. Over time, viewers have shifted from the cinema, to televisions, the personal computer and recently the mobile device. These devices further extend the interactive capabilities that are at the creators’ disposal. Therefore, this thesis proposes that mobile devices could facilitate new forms of interactive film that make use of these features. This study investigates the integration of the mobile devices’ characteristics, features and affordances into an interactive film project that is both viewed and interacted with on a mobile device. First and foremost, it establishes whether the mobile device can be successfully used by authors to relay interactive films. Secondly, it gives insights into design considerations for authors that aim to make use of the mobile devices’ features. Additionally, the thesis gathers insights into the use of game-engine technology for developing similar interactive film projects. The research begins with a literature review establishing the historical and academic context in regards to interactive- films, narratives, and interfaces, thereby focussing on mobile devices. Consecutively, a selection of projects is surveyed to garner insights into the current state of the art. These sections are then used to inform the practice-based part of this thesis in which the production of an interactive film project will be comprehensively documented. A concurrent think-aloud usability test, accompanied by a reflection on the outcomes and production process will conclude the research. The outcome suggests that mobile devices can act as successful vessels for interactive narratives. However, usability tests as well as reflection reveal that the thesis project cannot be strictly classified as an interactive film. Therefore, suggestions for future research as well as insights into the retention of filmic quality can be made in retrospect. Additionally, The use of game-engines for interactive film authoring proves to allow creators rapid prototyping and ease of implementation. Though their use might impact projects by over-complicating interaction paradigms more extensively used in game production.Media files notes: Project Documentation of Creations; an interactive short film for the mobile device. Media rights: CC-BY-NC-ND 4.

    The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia

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    Practitioners working with children have emphasized that play is vital to children’s development, Links between children’s social-emotional development and play have been widely documented. However, rigorous research evidence of these links remains limited. This study’s objectives were to measure the impact of play on children’s social-emotional development in the kingdom of Saudi Arabia; identify teachers’ viewpoints around the use of play intervention; and understand the children’s experience of play intervention. Fifty-nine children aged between five and six years, with mean age of 5.5 (SD 3.376) and eight teachers participated in the study. The study used a mixed-method strategy including questionnaires, interviews, and focus group discussions. Children’s social-emotional development was measured by using the Strengths and Difficulties Questioner (SDQ). A pre-/post-test counterbalanced design was used to measure the impact of the play intervention on children’s development. Teachers’ perspectives on play were obtained by interviewing eight teachers. Children’s views were gathered through focus group discussions. Repeated measures ANOVA was conducted to determine the differences in the SDQ score over three time points. Results showed that using unstructured loose parts play had positively impacted children’s social-emotional development. After participation in the play intervention, scores from the SDQ indicated that children demonstrated significantly less problematic emotional, conduct and peer relationship issues. They also scored significantly higher in their positive prosocial behaviour. These positive effects were sustained after six weeks of stopping the intervention. The play intervention did not however impact children’s hyperactivity level. The interviews analysis illustrates four main themes: concept and characteristics of play, play functions, developmental benefits of play, and play and practice. Regarding children’s discussion, affordance emerged as a main theme; this includes emotional, social, and functional affordances. Unstructured loose parts play intervention was demonstrated to have positive impacts on children’s social-emotional development. The study’s findings support the view that play is a way to increase children’s development

    Karttatypografia: luettavuuden parantaminen kirjainmuotoilun keinoin topografisissa kartoissa

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    This thesis examines the legibility of type on maps and aims to find out ways to improve it through type design. As type often is an integral part of maps – something that helps the map user navigate, understand, and perceive a wide range of information in an effective way – type design and legibility must be regarded as important design elements. However, even though cartography and typography have extensive theoretical bases, the subject of legibility has not been comprehensively researched in cartographic context. Thus, by combining type design theory and scientific legibility studies with cartographic theory, the legibility of type on maps could be improved. The topic is first studied by an extensive literature review to cover existing concepts and theories of cartography, cartographic typography, and typography. After a competent knowledge basis of these concepts and theories is acquired, the findings are utilised in the design component. The design component is a type family designed specifically to be used with topographic maps: it consists of two elements, a project description that follows the design process of the type family, relating design choices to the theoretical findings and perspectives presented in the literary review, and the finished type family. In conclusion of the design component, several visual studies are made both to compare the design component (type family) to other relevant typefaces, and to validate the possible functionality of the design component in the chosen cartographic application (topographic map). A broad understanding of the topics of the literature review was formed. Cartographic theory observed the overall nature of maps and specified the various map elements and their intended uses. Cartographic typography deepened the understanding of type on maps – it highlighted the specific needs that must be taken into consideration, demonstrated the diversity of typographic situations that might occur, and presented a large set of guidelines to help the mapmaker to achieve better results. Typography and type design focused on the micro-level of type: how the minor design choices affect the whole, and furthermore, through legibility studies, validated certain views and brought new topics into consideration. By combining theoretical literature from these domains, this thesis helped to form a foundation for an improved framework for type de-sign for (topographic) maps. Furthermore, the domains of cartographic typography and typography and type design gave clear suggestions on how the legibility of type on topographic maps can be improved: legibility of type in this context constitutes from multiple components that must be both taken into consideration and be applied to processes of mapmaking and type design.Tässä opinnäytetyössä tutkitaan karttatypografiaa ja pyritään löytämään keinoja parantaa luettavuutta kirjainmuotoilun keinoin. Teksti on usein elimellinen osa karttoja: se helpottaa kartan käyttäjää navigoimaan ja sisäistämään suuren määrän informaatiota tehokkaasti. Siispä kirjainmuotoilua ja luettavuutta tulee pitää tärkeinä karttasuunnittelun työkaluina. Vaikka sekä kartografiassa että typografiassa on olemassa laajat teoreettiset perustat, luettavuutta ei ole kattavasti tutkittu kartografisessa kontekstissa. Yhdistämällä kirjainmuotoilun ja tieteelliset luettavuustutkimukset kartografiseen teoriaan, karttatekstien luettavuutta voidaan parantaa. Aluksi tutustutaan olemassa oleviin konsepteihin ja kartografisiin teorioihin kattavan kirjallisuuskatsauksen avulla. Kun tarpeellinen tietopohja on rakennettu, saavutettua tietämystä hyödynnetään opinnäytetyön projektiosassa, joka tässä tapauksessa on topografisten karttojen yhteydessä käytettävä kirjainperhe. Projektiosio on kaksijakoinen ja pitää sisällään sekä valmiin kirjainperheen, että projektikuvauksen. Projektikuvaus seuraa suunnitteluprosessia ja peilaa tehtyjä valintoja kirjallisuuskatsauksessa esiteltyihin löydöksiin. Projektiosion päätelmässä tutkitaan visuaalisesti kirjainperheen toimintaa ja käyttökelpoisuutta topografisessa karttaympäristössä, sekä verrataan kirjainperheen toimivuutta suhteessa muihin kirjaintyyppeihin. Tutkimuksen perusteella muodostuu laaja ymmärrys aiheesta. Kartografinen teoria valottaa yleisesti karttojen olemusta ja toimintaa, sekä esittelee erilaisia karttalementtejä ja niiden toimintatapoja. Karttatypografian teoria syventää ymmärrystä tekstin käyttäytymisestä karttaympäristössä, esittelee karttatypografian erityispiirteitä, ja tarjoaa laajan karttatypografisen ohjeiston. Typografian ja kirjainmuotoilun teoria keskittyy mikrotason aiheisiin: kuinka vähäpätöisiltä vaikuttavat suunnitteluvalinnat vaikuttavat kokonaisuuteen, ja kuinka luettavuustutkimukset auttavat näkemään asioita uudessa valossa. Tämä opinnäytetyö auttaa parantamaan kirjainmuotoilua (topografisessa) karttaympäristössä yhdistämällä edellä mainittujen alojen teorioita keskenään ja pohjustamalla paranneltuja suunniteluvalintoja. Yhdistetty teoria viittaa selkeästi siihen, että luettavuus karttaympäristössä koostuu lukuisista osatekijöistä – nämä osatekijät tulee ymmärtää, ottaa huomioon, ja soveltaa sekä karttojen että niille suunniteltujen kirjaintyyppien suunnitteluprosesseissa
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