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"Is jazz a kind of folk music Is it a performing style How is it different from other kinds of music" There is no simple answer to these questions, because the most important quality of jazz comes from its unique combination of different musical sources over a period of almost 400 years. The quality that unites the many different jazz forms is, in some degree, separate from its musical sources. That quality is the expression of freedom. The idea of freedom is central. The ancestors of jazz were black people from West Africa who were brought to America as slaves, or forced laborers, from the early 1600s to the mid-1800s. Most of them remained slaves until President Lincoln set them free on January 1, 1863, at the midpoint of the American Civil War. With the less of their personal freedom and the breaking up of their families, the slaves also borrowed the social traditions of their music from Africa. The complex rhythms of this music involved a number of people performing together. The breaking apart of these social groups forced slaves to create new songs--that is, to develop a completely new musical tradition. Using some of the remembered African rhythms, the slaves gradually began to add some features of the European classical music that was played by the white slave owners. The slaves were also influenced by American folk songs. But the result of adding these borrowed elements to the complex African rhythms was the beginning of a completely new kind of music. Still, this music only existed privately among groups of slaves. The slaves’ work had another effect on their music. It introduced new kinds of music rhythms. Some of these rhythms became work songs to accompany their planting end picking of cotton. Other rhythms were developed by teams of workers who needed to lift heavy loads of cotton onto carts that passed through the fields. Later, during the building of the railroads, individual workers created new songs to match the sharp rhythms of steel striking, as they fixed the rails into place. The main musical sources used by file slaves to develop a new kind of music were ______.
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B 根据下面短文回答下列问题。 A dog was carrying a bone (骨头) in his mouth one day. Coming to a river, he looked for a bridge. As he was crossing the bridge, he looked down. On the water he saw his reflection (倒影). He thought it was another dog with a bone in its mouth. To drive the other dog away, he barked at it. When he opened his mouth the bone fell into the water. The ripples made the reflection disappear. He believed then that the other dog had taken his bone and had run away with it. Finally the dog realized the dog in the water was actually his own reflection.
B 根据下面短文回答下列问题。 A dog was carrying a bone (骨头) in his mouth one day. Coming to a river, he looked for a bridge. As he was crossing the bridge, he looked down. On the water he saw his reflection (倒影). He thought it was another dog with a bone in its mouth. To drive the other dog away, he barked at it. When he opened his mouth the bone fell into the water. The ripples made the reflection disappear. He believed then that the other dog had taken his bone and had run away with it. When the dog was looking for a bridge, he saw another dog in the water.
"Is jazz a kind of folk music Is it a performing style How is it different from other kinds of music" There is no simple answer to these questions, because the most important quality of jazz comes from its unique combination of different musical sources over a period of almost 400 years. The quality that unites the many different jazz forms is, in some degree, separate from its musical sources. That quality is the expression of freedom. The idea of freedom is central. The ancestors of jazz were black people from West Africa who were brought to America as slaves, or forced laborers, from the early 1600s to the mid-1800s. Most of them remained slaves until President Lincoln set them free on January 1, 1863, at the midpoint of the American Civil War. With the less of their personal freedom and the breaking up of their families, the slaves also borrowed the social traditions of their music from Africa. The complex rhythms of this music involved a number of people performing together. The breaking apart of these social groups forced slaves to create new songs--that is, to develop a completely new musical tradition. Using some of the remembered African rhythms, the slaves gradually began to add some features of the European classical music that was played by the white slave owners. The slaves were also influenced by American folk songs. But the result of adding these borrowed elements to the complex African rhythms was the beginning of a completely new kind of music. Still, this music only existed privately among groups of slaves. The slaves’ work had another effect on their music. It introduced new kinds of music rhythms. Some of these rhythms became work songs to accompany their planting end picking of cotton. Other rhythms were developed by teams of workers who needed to lift heavy loads of cotton onto carts that passed through the fields. Later, during the building of the railroads, individual workers created new songs to match the sharp rhythms of steel striking, as they fixed the rails into place. In some degree, the quality that the many different jazz form sham is ______.
Teaching involves more than leadership. Scene of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an efficient organizational structure and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place. On the first day of class, the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging, if teachers are successful leaders, they will help students develop a system of relationships that encourages cooperation. Standards and rules must be established that maintain order, endure justice, and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights Without clear guidelines mutually agreeable to students, teachers, and administration, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without input from the class, students may spend a great deal of creative energy in running the class environment, finding ways to break rules. No matter how skillful the teacher is in uniting students and establishing a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise, the needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or athletic contests, or family troubles cause stress in the classroom. One task for the teacher is to restore a positive environment by helping students cope with conflict, change, and stress. The teacher, to some extent, is a leader because ______.
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