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Download PDF , by Curtis Roads

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, by Curtis Roads

, by Curtis Roads


, by Curtis Roads


Download PDF , by Curtis Roads

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, by Curtis Roads

Product details

File Size: 10786 KB

Print Length: 510 pages

Publisher: Oxford University Press; 1 edition (June 17, 2015)

Publication Date: June 17, 2015

Sold by: Amazon Digital Services LLC

Language: English

ASIN: B010VTSHN6

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Amazon Best Sellers Rank:

#346,742 Paid in Kindle Store (See Top 100 Paid in Kindle Store)

Really in-depth dive into music and sound as they relate to electronic manipulation. The compositional techniques explained (in detail) will keep me busy for years. I really appreciate the vocabulary used to define things that are...hard to describe (i.e. whooshing sounds, cloudy low frequencies). Also incorporated are chapters about mixing, production etc. when recording. Some of the concepts so far are going to take a while to sink in, but as a person who has been engaged in electronic music mediums, I welcome new challenges.

Dr. Roads, who teaches computer music research, obviously knows his stuff. The book is a well-written discussion of a new aesthetic of electronic music. It could become THE Text Book on the Subject. Text is written at college-level comprehension.

An ambitious survey of electronic music from early 20th century to the present that has fundamentally challenged and broadened how I think of composition. Highly recommended.

This book is a survey of aesthetics and techniques used in electronic music of all sorts. It's very academic and dry, but very thorough and informative.

Very informative and thought provoking.

Curtis is a genius. Buy this book to understand the future of electronic music. Dr Roads is in the same compositional lineage as Edgard Varese, Frank Zappa, et al, without the rough edges. If you would like to understand granular synthesis and the "atomic" underpinnings of sound, buy this book! Oxford University Press can't be wrong!Thank you, Dr Roads, for your work on this subject. Very timely!

Overall, an excellent, clear, concise discussion of the aesthetic elements that drive most (but not all) manifestations of the use of electronic equipment to generate sounds in ways that are intended to be received as "art." Professor Roads tries to cover a lot of ground here: the history of the practices, audio examples (from the companion website) to hear what he is discussing, as well as general areas of intellectual, scientific and artistic concern for people engaged in these practices. For me, personally, the most important aspect of this book is its contribution to the formation of a fundamental vocabulary and set of discursive conventions for talking about electronic music. Let me clarify: I honestly believe that there is no "self-evident" art. We all need to be assimilated into discursive traditions concerning art and it is through that assimilation that we are taught how to perceive, understand and communicate our experience of art. One does not simply go to a Shostakovitch symphony and understand what one is hearing and why it is worth listening to. One does not simply walk into the Prado museum and see some old Hieronymous Bosch painting and know what is significant, relevant, valuable, and pleasing about it. In the case of electronic music practices, the challenge is profound. It is a practice that has emerged before we have developed a common set of discursive practices that allows your average listeners to appreciate it, talk about it, communicate what their hear or perceive and what opinions they may have about it. Most of us are left with some degree of residual "baggage" in our discourse - whether it is inherited from immersion in the traditions of European 12 tone orchestral or chamber composition, or the traditions of pop and rock music - that misguides our ability to make sense of what we hear when we attempt to listen to electronic music. Professor Roads has done a masterful job of helping to frame the discussion in this regard, giving us a set of "canonical" terms, concepts, and ways of describing what is happening to the sounds we hear that allows us to engage in a true praxis of participation in the aesthetic experience.Unfortunately the book is not without its short-comings, most of which Professor Roads seems to be aware of, but which nonetheless detract somewhat from the book. The first and most thorough and pervasive is his fetishistic attachment to the concepts of "composition" and "composer." These concepts are useful of course. But I would argue they are far more useful in the realms of pre-electronic and non-electronic music. Within electronic music there are many ways in which the very concepts of "composition" and "composer" are undermined, subverted, and in some instances become irrelevant and meaningless. And yet for Professor Roads, an employee of the university as an institution, locked into a series of institutional norms and conventions that demand his acceptance, the idea that people are still "composers" engaged in "compositional practices" in the domain of electronic music remains natural and sacrosanct. I believe the idea of an aesthetic of electronic music must take into account the myriad ways in which this fetishized concept becomes "de-naturalized" by electronic musical practices.Another shortcoming is Professor Roads's intentional and complete dismissal of the question of "live performance" as an element of electronic music praxis. He is painfully away of this short-coming, and offers an apology early on in the book. Unfortunately his apology is along the lines of "I know some people think live performance matters. Historically it did not in the early pioneer days. And my personal practice is so deeply tied to the idea of acting as a 'composer' making 'compositions' in a studio, that I have no experience with, familiarity with or authority to speak on the topic of live performance." I find this apology deeply dissatisfying. Its like someone writing a book about jazz and saying "I do not discuss improvisation in this book because I exclusively work as a composer and songwriter and therefore since I never actually play jazz, I have nothing to say about improvisation as an element of the jazz aesthetic." Well pardon me, but doesn't that miss one of the fundamental points of trying to describe the aesthetic of jazz in the first place? Likewise, much could - and should - be said about the unique ways in which performance is itself an element of the aesthetic. And it is not - as Professor Roads seems to believe - simply a matter of discussing the virtuosity of playing a synthesizer on a stage in real time. There are many layers to the question of performance that never even arise in the context of non-electronic or pre-electronic music, where there is a sharp conceptual and practical distinction between "composition" and "performance" (the latter being understood in the traditional paradigm as simply a "translation" of the pre-planned instructions into the actual creation of sound). If jazz improvisation taught us anything, it was that such a distinction is problematic. In the world of electronic music, things of course become even more interesting. For example, what should one make of - and is there anything to say for - forms of practice like when Swedish electronic music duo Minilogue recorded its 2013 album "Blooma" as a series of recorded "live performance" jam sessions from which they were able to extract enough particularly pleasing, note-worthy moments that could be compiled as "tracks" onto a CD? Some of the actual "live performance" footage as well as videos explaining the equipment set up - in general terms - was put onto youtube and profiled on the website of ableton, the makers of the software used by Minilogue to make the album. And more generally, what can be said about the phenomenon of the rise of the "DJ" or the emergence of "DJ" culture today? It is not uncommon to see artists like Julien Bayle share the stage at music festivals with performers with names like "Dillon Francis" and or Kaitlyn Aurelia Smith perform at Denmark's Roskilde Festival. And whither the DJ? I have been told - not sure if true - that the "Goa" music that eventually became known as "trance" was invented by DJs like Goa Gil at hippie parties in Goa India in the 1980s using techniques of tape splicing and tape looping - the exact same techniques pioneered by Pierre Schaeffer decades earlier in a workshop in France. At what point does that phenomenon become worthy of acknowledgement and discussion? At what point does the craftwork of a Sasha or John Digweed or Bassnectar or Skrillex become something that a true aesthetic of electronic music needs to recon with, whether for good or for bad?This last comment brings me to the last and final shortcoming I found in Professor Roads's treatment: his sometimes unreasonably elitist dismissal of much of electronic music today as mere "pop music". This is problematic for several reasons. First it reflects another residual paradigm he has inherited from a pre-electronic/non-electronic musical aesthetic and his position as an academic professor of music: I am referring to the "high brow" / "low brow" mindset that pervades so many aspects of our contemporary cultural practices. Although he tries to defend his perspective early on in an end-note, Professor Roads basically takes the approach of focusing his discussion on performers and pieces of music that he deems worthy of discussion, and broadly dismisses much of what he ignores or passes over as "pop music" without specifying who or what he actually considers to be "pop music". It leaves one wondering: if he didn't mention a certain person or a certain work, is it because he just didn't have time or space to cover everything, or because he genuinely considers it beneath him to discuss such because it is mere "pop music" (which seems to be his preferred pejorative for anything he considers too low-brow for treatment in a work like this). Although this attitude only shows up sporadically, and by no means did it prevent me from being enormously impressed by this book, it happened often enough to become a mild on-going annoyance. And I don't say that just because I like "low brow" electronic music. On the contrary, I think Professor Roads is missing a major aspect of electronic music that is unique and significantly different from non-electronic, pre-electronic musical practices by allowing this elitist high-brow/low-brow mindset to color his perspective on electronic music itself. Namely this: the distance between the "high brow" of electronic music (that Professor Roads purports to speak for) and the "low brow" (of which he chooses not to speak) is much shorter than is the case in non-electronic/pre-electronic music and much shorter than Professor Roads believes. In writing a book on traditional European music theory, an author might be hard-pressed to avoid mentioning the name "Bach" anywhere in the text; but could quite easily get away with avoiding any mention of "Beatles" or "Lennon/McCartney". Such a schism is harder to sustain in speaking of electronic music. Let me be more specific: many, if not most, of the practices and techniques described in Chapter 4 (Creating Sound Materials), Chapter 5 (Sound Transformation), Chapter 6 (Processes of rhythm) chapter 7 (pitch in Electronic music), Chapter 8 (articulating space), chapter 9 (multiscale organization) and chapter 10 (sonic narrative) are routinely employed by creators of what Professor Roads would dismiss as "pop music". One can learn to hear and identify when listening to many of the most accomplished and serious producers of the many forms of dance-oriented electronic music examples of many of the topics emphasized in this book. The Table 5.1 on pages 132-134 of the book is essentially a list of the bread-and-butter tools of the trade for sound transformation in electronic music, whether for the lowest brow "pop music" maker or for those whom Professor Roads views and holds in esteem as his peers. This is not to say I question Professor Roads' choice of sound examples on his companion site. On the contrary - I think he has done a very good job of finding and hand-picking specific examples that very effectively illustrate the points he wants to make. I am simply saying, for someone who is interested in electronic music on its own terms, as a true "new aesthetic", there is far more being done that is interesting and of note and worthy of attention in the non-academic, allegedly "pop" side of things.Overall, however, regardless of where one's preferences and tastes lean in listening to electronic music, what is truly to be admired by Professor Roads's work, is the way in which it frames basic issues and gives us all a common ground for listening to and talking about this phenomenon in a way that is a meaningful contribution to the advancement of defining such a "new aesthetic".

Incredible book for anyone interested in composing music in the 21st century.

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Free Ebook Media Today: Mass Communication in a Converging WorldBy Joseph Turow

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Media Today: Mass Communication in a Converging WorldBy Joseph Turow

"Turow’s Media Today: Mass Communication in a Converging World, now in its fifth edition, chooses [a] cutting-edge option. This is a student-friendly publication, offering aids such as definitions of key terms, colourful infographics, case studies and end-of-chapter review questions. There’s a companion website, too, and a password-protected website for instructors."―Philip Kemp, Times Higher Education

Media Today uses convergence as a lens that puts students at the center of the profound changes in the 21st century media world. Through the convergence lens they learn to think critically about the role of media today and what these changes mean for their lives presently and in the future. The book’s media systems approach helps students to look carefully at how media is created, distributed, and exhibited in the new world that the digital revolution has created. In this way, Media Today goes beyond the traditional mass communication textbook’s focus on consuming media, to give students an insider’s perspective on how media businesses operate. How exactly does Google profit from web searches? What will a magazine look like five years from now?

Informative and engaging, Media Today, Fifth Edition, is characterized by its focus on:

  • Convergence: In addition to separate chapters on the Internet and the Video Games industry, coverage of convergence and its impact is incorporated into every chapter.
  • Consumer Education: Media Literacy questions ask students to consider their roles as a media consumer and potential media creator.
  • Comprehensive Media Industry Coverage: Historical timelines in the print book and on the companion website track the development of each media industry, giving students an overview of a particular industry at a glance.
  • Contemporary, Student-friendly Examples: New culture and media boxes help students think about the impact of media industries on their own lives and globally.

Joseph Turow―who has been teaching Intro to Mass Communication for well over a decade―demonstrates the many ways that media convergence and the pervasiveness of the Internet have blurred distinctions between and among various media. From newspapers to video games or social networking to mobile platforms, Media Today prepares students to live in the digital world of media.

  • Sales Rank: #1995503 in Books
  • Published on: 2013-10-24
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.00" h x 8.75" w x 1.00" l, .0 pounds
  • Binding: Hardcover
  • 464 pages

Review

'I have found Media Today to be the ideal text for teaching undergraduates about media industries, media professions, and media audiences. Turow takes a much-needed critical approach to examining not just media content but the structural arrangements that produce the content, and the political economy of regulation that has led to the conglomeration of today’s media companies. Diverse, inclusive, and speaking to gender and the multicultural dimensions of the media, it’s simply the best text around for an introduction to mass communications.' ―Carolyn Byerly, Professor of Media Studies, School of Communication, Howard University

'Media Today makes it clear that Turow understands the mass media industries―but not only that, he understands his audience. Thought-provoking, accessible, and engaging, Turow’s examples, illustrations, and case studies push students to think critically about the most important media-related issues of our time.' ―Samuel Ebersole, Department Chair for the Mass Communications Department & Center for New Media, Colorado State University – Pueblo

'Addressing a rapidly changing media, this 5th edition is a significant update of the excellent foundation in previous editions. Joe Turow's book offers an accessible mix of cogent histories, industry terminology/structures, and the latest trends, alongside a framework that highlights what this means for us as media users.' ―Matt McAllister, Professor of Communications, Department of Film/Video and Media Studies, Penn State University

'Turow focuses his examination of media industries on the disruptive influence of technology and, in turn, media’s ongoing adaptation. While media’s societal impact is addressed, it is the dissection of the forces influencing media industry strategies that best helps students understand the complex mediascape in which they live.' ―Nora Paul, Director, Minnesota Journalism Center, University of Minnesota School of Journalism and Mass Communication

'Turow’s Media Today: Mass Communication in a Converging World, now in its fifth edition, chooses [a] cutting-edge option. This is a student-friendly publication, offering aids such as definitions of key terms, colourful infographics, case studies and end-of-chapter review questions. There’s a companion website, too, and a password-protected website for instructors.' ―Philip Kemp, THE (Times Higher Education)

‘Joe Turow’s Media Today is a thorough, insightful and highly readable textbook which has really engaged my students. The references to current cultural events and media programming and the attendant images and colorful illustrations bring the content to life and make the explanation and application of mass media theories more relatable and comprehensible than most traditional textbooks on the subject.’ ―Fritz Friedman, Senior Vice President, Worldwide Publicity, Sony Pictures and Adjunct Professor, The Annenberg School for Communication and Journalism, The University of Southern California

About the Author

Joseph Turow is Robert Lewis Shayon Professor of Communication at the University of Pennsylvania’s Annenberg School for Communication. A former Chair of the mass Communication Division of the International Communication Association, he is the author of more than 100 articles and 9 books on media industries.

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Download PDF GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke

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GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke

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GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke


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(Learn Spanish) GOLDILOCKS - Level 2

It starts in English, then slowly morphs into Spanish!

★ ★ Includes book & companion audio program! ★ ★

CONGRATULATIONS! NOW YOU’RE ONTO LEVEL 2! The 20 words you learned in Level 1 will also be used here in Level 2... that’s a total of 40 new words!

Nothing is more exciting than hearing your child’s vocabulary grow…especially in another language! And what could be a better bonding experience than snuggling up with your kids for that special moment of bedtime storytelling and learning something new together?

Through familiar fairy tales, colorful pictures, and ear training with our audio program (included), our unique Progressive Contextual Immersion® method is their perfect introduction to the pronunciation and usage of 20 more new Spanish words in a fun, fast, non-intimidating, and truly easy way!

Here’s how it works...

  • An English word in the fairy tale is circled with its Spanish translation in the column;
  • From that moment forward, the Spanish word (written in red) will be used throughout the rest of the story... and it will be used again and again in context!
  • As the fairy tale progresses, more and more Spanish words are added like a big language train gathering words along the way;
  • The new words are repeated throughout the story helping to reinforce understanding;
  • By the end of the book, your child has easily learned 20+ new Spanish words in context!
  • It’s easy! And remember... each level uses words taught from previous levels...so you’ll want to continue with the next levels.

    **INCLUDED FREE!**
    A free audio program is available with each book so that your child can hear the entire story read aloud with sound effects and fully orchestrated original music composed, arranged, and performed by author Slangman David Burke.

  • Sales Rank: #1319776 in Books
  • Brand: Brand: Slangman Publishing
  • Published on: 2015-07-16
  • Original language: English
  • Number of items: 1
  • Dimensions: .11" h x 8.50" w x 10.32" l, .43 pounds
  • Binding: Paperback
  • 32 pages
Features
  • Used Book in Good Condition

Review
Can’t get enough of them!
By Lucy on February 17, 2016
I teach French, German and Chinese to little children and have just discovered your books. I love them, as does my daughter. I currently have Beauty and the Beast German edition and it says level 4 and 5 coming soon. I was just wondering if that was still the case and when it would be, as we can’t get enough of them! --Verified Purchase

About the Author

SLANGMAN DAVID BURKE

Being brought up in a multi-lingual household, David Burke used his language skills as a tour guide at Universal Studios in Hollywood, California, giving tours in English, French, Italian, and sign language. His love of language inspired him to delve into the intricacies of words and led him to become a prominent author of more than 100 books on understanding slang and idioms in different languages, as well as books that teach kids foreign languages through fairy tales. His materials on slang and idioms are currently used as course curriculum by Berlitz International, UCLA, Harvard University, NYU and Hewlett Packard, and even by the writers of The Simpsons to give Bart his coolness.

Having been trained since the age of four as a classical pianist, David became the in-house music director for the Los Angeles Olympic Organizing Committee where he composed and scored documentaries, commercials, and public service announcements featuring top stars in Hollywood.

In 1986, David founded Slangman Publishing which specializes in materials that teach children foreign languages, as well as products teaching teens and adults slang and idioms in a variety of languages.

In 1999, David became known as Slangman to an audience of over 250 million people in 120 countries due to his regular 6-year segment on Voice of America (VOA), the broadcast network of the United States government.

Currently, David has fused all of his language, musical, and performing talents together to create HEY WORDY!, a children s TV show, which introduces children ages 3+ to the world of foreign languages and cultures in an environment of music, animation, and magic.

GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke PDF
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GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke Doc
GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke iBooks
GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke rtf
GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke Mobipocket
GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke Kindle

GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke PDF

GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke PDF

GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke PDF
GOLDILOCKS & THE THREE BEARS (Level 2): Learn SPANISH Through Fairy Tales (Slangman Kids: Level 2)By David Burke PDF
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