Two Kinds - 1409 Words

The story starts off with the daughter narrating the story talking of her mothers tragedy in China; The mother who lost her mother, father, husband , and her two twin babies was trying to start over and give her child the American dream. The daughter the one telling the story was very as the story began about becoming famous. The mother on the other hand goes to all lengths to try to find her daughters talents. The characters in the story are the mother who played a huge role, although her name was never mentioned. She is a mother who got a second chance at having a family and is very controlling thinking she is doing what is best or her child. The narrator which is the daughter; she starts off as a normal child in the story, but†¦show more content†¦The mother was so determined even know they could not afford lessons the mother made arrangements to trade work for piano lessons. I think the mother felt that at this point the daughter would see how hard she was willing to work for her and maybe appreciate it and work harder. The little girl felt differently she was angry towards her mother and felt as if her mother did not except her for who she was and she wanted to get back at her. The daughter practiced every day with Mr. Chong not even trying her mind wondering in other places. Mr. Chong was a deaf man who could only see her hand movements, so that is how he taught her. The girl caught on fast that Mr. Chong eyes could not keep up with her hands so she used it to her advantage not to learn. Mr. Chong so proud thinking she was listening to him he was very excited because she learned how to fake him out. The mother bragged about her daughter playing the piano everyday to her friend, although the mother never herd her play until the recital. The mother wanted so bad to see her child in front of the room making her proud like all of the other mothers before her, but when the little girl went up on stage the mother didn t know that she had been just wasting her time. The little girl even had her self fooled she for a second thought maybe she could play, well maybe if Mr. Chong thought she could play maybe it was true. As she played she seen the embarrassment on her parents face; the onlyShow MoreRelatedTwo Kinds2009 Words   |  9 Pagess story Two Kinds is a battle of wills between the narrator, a young Chinese American girl, and her mother, a Chinese immigrant. Two Kinds is a coming-of-age story, in which the narrator, Jing-mei, struggles to forge her own sense of identity in the face of her strong-willed mother s dream that she become a prodigy. Jing-mei is caught between her Chinese mother s traditional ideas about how to raise a daughter, and her own development as a Chinese American girl straddling two cultures. Read MoreTwo Kinds822 Words   |  4 PagesID# 1723801 English 103-276 January 17, 2011-01-17 Two Kinds Amy Tan In the short story â€Å"Two Kinds†, Amy Tan uses the narrator’s point of view to share a mothers attempt to control her daughters dreams and ambitions. Tan`s short story is an example of how differing personalities cause struggles between a parent and child. Children often fall victim to a parent trying too hard or expectations being too high, and in the case of Two Kinds, we see Jing Mei’s mother trying to live her life throughRead MoreTwo Kinds1095 Words   |  5 Pages Two Kinds is a wonderful little short story about a immigrant Chinese woman in the mid 1950’s to early 1960’s that moved to Chinatown in California to give herself a better opportunity to make it in America. In the story we see the Amy’s mother as a woman who already has dealt with her fair share of pain and disappointment. Jeng-mei mothers entire family seemed to have been wiped out before she came to America from China Jeng-mei explains â€Å" she had come to S an Francisco in 1949 after losingRead MoreEssay on Two Kinds1194 Words   |  5 PagesThe story â€Å"Two Kinds,† written by Amy Tan, has a plot that many people can relate to while growing up as a child. The theme of the story is that there are two kinds of people: the one the mother wants her to be and the one Jing-mei (the protagonist and narrator of the story) strives to be. Both mother and daughter in the story have a very complicated relationship. The mother believes that you could become anything you wanted in America. The author emphasizes that Jing-mei’s mother tries to dominateRead MoreTwo Kinds of Interpretations in Amy Tan’s Short Story Two Kinds1285 Words   |  5 PagesOften times mothers can be pushy, annoying, and a bit overbearing but in the long run they always just want what is best for their child. Everyone wants their child to be the best, most popular and overall number one. In Amy Tan’s short story â€Å"Two Kinds† we see this type of fame hungry mother. The short story is about a Chinese family who lost everything. The mother had lost her entire family full of children except for the one in the story. With the belief â€Å"you could be anything you want in America†Read More`` Two Kinds By Amy Tan1460 Words   |  6 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Two Kinds† by Amy Tan is a story that shows a battle that starts with the narrator and her mother, for control over the narrator’s life. Her mother wanted her to become a prodigy, but she wanted to be anything other than that. So, throughout the short story â€Å"Two Kinds† she’s determined to not quit the fight. â€Å"Two Kinds† is filled with different forms of conflict which allows for the narrator to realize that her mother’s crazy antics were to help her find what she was good at. Which leadsRead MoreThe Two Kinds By Amy Tan1272 Words   |  6 Pagesimmigrants, experience a cultural conflic t between that of their parents and that of mainstream U.S. society† (Wikipedia 1). Amy Tan the author of â€Å"Two Kinds†, and the young character in the story both are a second generation immigrants, who have struggled in their life with parents, about the culture they assimilating and their real culture. In the â€Å"Two Kinds† story the author illustrates the struggle between her American cultural identity, and her mother’s Chinese culture, as like the characters inRead MoreTwo Kinds by Amy Tan968 Words   |  4 PagesTwo Kinds The story Two Kinds by Amy Tan represents the theme that parents cannot control their children, but can only guide them. A Chinese mother and daughter Ni Kan are at odds with each other in story. The mother pushes her daughter to become a prodigy of some sort, her daughter does try to follow her mother s orders but has she gets older she realizes she wants to find her own self and not to be what her mother wants her to be. They both have conflicting values, which is the theme of theRead MoreTwo Kinds Point of View637 Words   |  3 PagesThe short story, â€Å"Two Kinds†, written by Amy Tan, is written from the point of view of the character named Jing-Mei. There are three experiences which demonstrate her viewpoint. In the first experience, Jing-Mei is being told by her mom about the â€Å"American dream†. At first, she strives to pursue this prodigy. Her mom would test her every night after dinner. Through Jing-Mei’s eyes, she starts to realize that it was not the life she wanted to live. Lines in the story illustrate this when he says â€Å"IRead MoreTwo Kinds By Amy Tan859 Words   |  4 PagesEssay on â€Å"Two Kinds† Type your essay on â€Å"Two Kinds† below: Title The short story â€Å"Two Kinds,† written by Amy Tan, focuses on the struggles of a young protagonist named Jing-mei trying to find herself without the influences and pressure of others. Aldous Huxley once said, â€Å"One believes things because one has been conditioned to believe them.† This relates to the story in significant ways because when Jing-mei’s mother moved to America in hopes of a better future, Jing-mei is pushed to be the

Extra Curricular Activities Free Essays

Megan Gilmore Mrs. Jones AP English 11 January 30, 2012 Students’ Behavior and Extra Curricular Activities Over the course of my high school career, I have encountered many different types of people and have learned that the opinions of each are as varied as the individuals they correspond with. Every single one has his or her own perception about staying after school for a multitude of reasons and activities. We will write a custom essay sample on Extra Curricular Activities or any similar topic only for you Order Now Some, like me, have a stronger opinion than others. I maintain the belief that, when a student stays after school, he not only experiences benefits mentally but also physically. A number of researchers have questioned, hypothesized, and examined the effects of after-school activities on children’s health as well as on their grades. Studies have been completed over the past few decades, and many interesting facts have been discovered. One example being â€Å"a big increase in the number of school children participating in after-school programs: 8. 4 million youngsters compared with 6. 5 million in 2004,† according to Home Alone. This dramatic increase in the number of students staying after school can be the result of several things. One possibility is that transportation is readily available to the students if a parent or guardian is unable to pick up the child. Students could also be coming to the realization that staying after school gives them energy to go home and actually finish the homework that was assigned. For example, let’s say that a student loves playing basketball but the school doesn’t offer a team. This student is missing out on the opportunity to exercise both his body and his mind. Now if the school did offer a basketball team and the student joined, every time he had to stay after to practice, he stimulates his body, which includes his brain. Then, when practice was over, he would have the energy and brain stimulation to finish his homework. When choosing a school for their children, many parents have to take into consideration the charges for education, in addition to any fees for participation in an after-school program. In fact, cost is one of the major factors that play into the reasons why parents keep children from participating in after-school functions. Costs can include actual charges for the program, either in time or dollars, and expenses incurred for providing transportation. However, according to Home Alone, â€Å"After-school programs are a cost-effective way to boost student achievement, reduce juvenile crime and help overstressed working parents. † Yes, if parents pick up their children from the school, the expenditure for gas money is less than the outlay to pay a babysitter every day or to arrange weekly accommodations at a daycare center for watching the children. A more constructive alternative would be to let them stay at school to either continue their education or play a sport to release built up stress; then parents could just pick them up on their way home from work. Now there are some parents that, even if they have the time or money, will not let their children stay after school. Reasons for this include not wanting to expose the children to the delinquents that have to stay for detention afterwards. Some even say that playing sports will distract children from his/her studies because the student will focus on the game and not the school work. According to Bill Varian, â€Å"Students involved in extracurricular activities receive better grades than those who are not involved in extracurricular activities. In addition, activities improve the overall student. Therefore, they help students to receive better grades by teaching them character building lessons, teaching them lifelong skills, saving some at-risk students who would possibly drop out of school, and helping students develop social skills. † We can reasonably ascertain, then, that after-school activities not only help children grow and develop now, but participating in the undertakings also prepare them for a better, more fulfilling future. Another major factor that plays a role is the effect that the programs would have on a student’s life. Each and every student has a different life when he/she leaves school. Some have to go to work to help their parents pay the bills, while others can sit back and relax while a butler makes a snack, finishes their homework, and cleans the house. I have even seen some children go home to parents who think the child was a mistake and want nothing to do with him/her. According to Lee Shumow, â€Å"The children that are the most prone to actually gaining anything, in particular educational achievement, from after-school programs are the ones from high-risk backgrounds. Although, children that come from these backgrounds are the ones to have the least availability to the programs. † Many of the children that are classified in the high-risk background are the ones that people think will be the troublemakers in the community. But, if you take these children off the streets and keep them after school a few extra hours a day, they can develop bonds with other children so that ultimately they will stay away from drugs, alcohol, weapons, and the people who would tempt them to encounter and develop such habits. According to Mary Rombokas, including high-risk children in after-school activities â€Å"lessens the number of disciplinary problems later down the line. † Some parents turn to the school to provide a â€Å"day care† in essence. So that if the parents are not home, then they can let the children stay at school a few extra hours so that they don’t have to worry about leaving them at home. According to Home Alone â€Å"In 2009, over 15. 1 million children were left home alone and unsupervised after the school day had finished. This is more than a quarter of America’s school children and an 800,000 increase from 2004. These statistics includes 4 percent of elementary and 30 percent of middle school students. † Many of these parents more than likely don’t like leaving their children at home, but they have no other choice; it may be the only thing they can do unless more programs became available to students. â€Å"Parents of 18. 5 million students say they would enroll their children in an after-school program if one were available. These numbers represent a hugely missed opportunity. A majority of publicly financed after-school programs serve low-income students. They offer help with schoolwork, sports activities, and other enrichment known to translate into improved school attendance and higher graduation rates and lower rates of teenage pregnancy, drinking, delinquency and drug use,† according to Home Alone. I realize that there are some parents who, no matter how much documentation is provided, will never change their minds about allowing their children to stay after school. However, there are alternative options for their children to having them staying on school grounds after the school day has ended. Some students have the buses drop them off at facilities that will look after the children and have them play games or do homework in groups so that social skills can be developed. In addition, playing sports or group games help the children use their mental abilities by having them think on their feet so that later in life they will be able to overcome a problem not only with better results but also more quickly. Many of these places cost little to no money at all. Some parents may want to personally take some time to play or work with their children. There are places available to help them in their endeavors. Almost every community has a center called the YMCA. For a nominal fee, parents can share a variety of activities with their children. Or, if a student is having difficulties in school that a parent cannot help with, older children can provide tutoring while the parents work out in another room. In a case like this, both sides benefit. Works Cited â€Å"Home Alone. † New York Times. 20 Oct. 2009: A30(L). Infotrac Newsstand. Web. 5 Jan. 2012. Lee, Shumow. â€Å"Academic Effects of After-School Programs. Champaign, IL:ERIC Clearinghouse on Elementary and Early Childhood Education. Print. Narine, Shari. â€Å"Federal funding for after school program. † Alberta SweetgrassOct. 2010: 6. Infotrac Newsstand. Web. 5 Jan. 2012. O’Dea, James. â€Å"The Effect of Extra-Curricular Activities on AcademicAchievement. † Drake University; 1994. Print. Varian, Bill. â€Å"Kid programs returning; Commissioners agr ee to draw up a plan forafter school programs in 18 more parks. † St. Petersburg Times[St. Petersburg, FL] 25 Aug. 2011: 1B. Infotrac Newsstand. Web. 5 Jan. 2012. How to cite Extra Curricular Activities, Essay examples

Music Guitar Essay Example For Students

Music Guitar Essay It can be adjusted and tweaked, but you never have to go into a lesson thou a clear overall picture of where your student is at, and where they need to go, in terms of topics and concepts being covered. Think of it as going to a college class and being handed a syllabus. It tells you (usually) everything youre going to cover, when youre going to cover it and what youll know when its all over. Most teachers use that syllabus to craft their lesson plans, which is what well do here. Well use the structure to cover some practical advice for what a good guitar lesson should include. Topics versus Application One thing I always like to draw a distinction between when it comes to learning attar is topics and applications. It helps to put a little bit of skin on some of the other things were going to talk about, so lets go ahead and define both, as they relate to guitar lessons: Topics: Concepts or ideas that are new to the students Me chord, pentatonic scale, etc. Application: The use of topics to create something musical tabs, songs or improvising. Every good guitar lesson will have both of these elements, in one form or another. Whats difficult, is getting people to know how to move from topical learning, into musical application. This is part of why a lot of guitar seasons stop with learning chords and scales. Learning chords and scales is fine, but its Just the beginning. Youve got to do something with those topics, instead of Just learning them and then moving on. If you dont use them, then its going to be harder for the student to recall them in the future. The Responsibility of the Student I know some of you might be thinking, Isnt it the students responsibility to use what theyve learned? Yes it absolutely is. Www. Actuarial. Com To use a tired cliche, the real learning will take place while the student is playing n their own during the week. If they dont do that, or if theyre not interested, then the topics will likely never take root. However, I would also say that far too many students avoid application on their own, because they dont know how to do it and theyre never able to see the connection between the topics theyve learned and the music theyre hearing on their Pods. As the teacher, you need to illustrate that connection to them and show them how Music 101 -Guitar By Benches Its difficult certainly more difficult than going over a chord sheet, but it can be done. Ordering Guitar Topics A few months ago I wrote a post called Practice and Progress: How a Guitar Player Advances and included an anaphoric to illustrate the post a little more succinctly. The post basically covered how I would recommend ordering guitar topics in the early stages, where different goals (rhythm or lead guitar, etc) dont really come into play. Now what Im not trying to say is that the order needs to be the same for every teacher. Not every history teachers syllabus is the same, so not every guitar teachers topic order will necessarily be the same either. What you should do is sit down and plan out several months of lessons. If you have to adjust, no big deal Just make sure youve got something on paper. Well do a template after this next paragraph. Student-by-Student Considerations Feel free to reference the Practice and Progress post, but also keep in mind that those are beginner topics that dont take into account variables that are unique to certain students. This is something youll have to be aware of, so we need to at least mention them here. 1. Goals Rhythm or Lead Guitar: Not every student will even now the answer to which one theyre more interested in, but the learning path for each side is a bit different. . Skill-Set Complete Beginner or Prior Knowledge: What your student already knows will have a lot to do with how you schedule and plan their lessons. It might save you a few steps. 3. Musical Interests: This one usually wont have a great deal of bearing on what you teach them until later in the process, after youve covered the gene des of the guitar. Making a Syllabus So now well set about the process of making a generic syllabus that gets us through ten weeks of guitar le ssons. Protest Music Tupac Shakur EssayProvide a few of your own improvised tabs for the student to practice soloing techniques. Assign the student to come up with their own improvised lead piece by using a scale of their choice and at least five improvised (or added) notes based on intervals. Week IX Additional and more complex scales should be covered, while discussing the correlation between scales and improvising a little more specifically. Cover some more complex pentatonic and blues patterns and provide more theory and detail about how those scales help you improvise by giving you a structure and inundation by which to work. After memorization the student should be able to work in and out of the scale and know when theyre improvising as opposed to playing within the structure of the scale itself. Week X Address rhythm and song dynamics. Discuss how rhythm impacts your strumming technique, while also covering how the dynamics and intensity of a song should impact how the guitar is played. Application Assign songs for the student to listen to that exemplify the dynamics of the guitar and help the student hear when they need to pull back or play heavier. Have the student work on their ability to play softer and louder on command by making use of effects and their own technique. So this is essentially what I would consider a rough skeleton of a ten-week syllabus for teaching guitar, with plenty of room to adjust if you need to. If we go back to the variables I mentioned earlier, youll probably have a few of those coming into play. For example, a student might know some of this stuff already, particularly the more basic stuff like how to hold, tune a guitar, etc. When that happens, you can obviously Just skip ahead. Whats not quite so straightforward is when you have a student with a specific goal or focus. Lets say youve got someone who really wants to be a rhythm guitarist and is interested in Jazz. When that happens, you change your syllabus in terms of emphasis not necessarily in terms of content. That means that youll focus more on beat and counting, along with chords and chord changing mechanics. As you cover the more basic topics, youll be ready to start incorporating Jazz specific lessons that will be much more interesting to the student. Concluding Its tough to understand what someones ideal learning patterns and situation might be. As a guitar teach, youve got the advantage of usually having a I-to-I student to teacher ratio. Take advantage of that by having a structure in place that you can work off of, rather than Just winging it and hoping for the best. A student will be more confident in what theyre learning if youre confident and assertive about when and how it needs to be taught. Hopefully, this can help by giving you a framework to start from thanks for reading. Email suggestions and lesson requests to [emailprotected] Com.