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Narrative

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Submitted By khoadley
Words 1172
Pages 5
Kelly Hoadley
Professor Gatto
Composition I
9 September 2010

How I Became The Reader & Writer I Am Today

Reading and writing never came natural to me. It’s like a skill you’re supposed to obtain as human beings, but I’ve must have been sick that day of school. I have great difficulty in understanding what I read, annotating what I just read, analyzing the reading, reading between the lines of what the author is trying to say, and organizing my thoughts and ideas on a piece of paper. It doesn’t help much that both reading and writing never was interesting to me. I found myself struggling throughout the years I’ve been in school to pass an English or composition class. I did, however, find one subject that I could connect with those subjects that helped me understand and progress as a reader and a writer ¾ Music class. As a kid in elementary school, we had basic music classes, and my first memory in a music class was learning to play the recorder. Our teacher taught the class how to hold, and position each finger over the holes of the recorder to make different sounds. At this age, is was hard to harmonize, considering it was our first year learning an instrument. There was no reading or writing when it came to playing the instruments, but with music, a story can be made. For example, half the class would play our recorders in sync with one another, and other students in the class would play percussion. With the rhythm of the music combined, the feel and sound of the music gives the audience a feel of a different environment, such as feeling as though you are taking a journey through an Indian village, or celebrating the first fourth of July in America. As I progressed through the year, music classes turned into singing as well. In order to know the words that we were singing, we had paperback music, which had music lines, notes, and words for us to comprehend. Most people cant read music, and I don’t mean the words, but more with the music notes. In order to comprehend how we were going to sing as a class, we first needed to understand that each note was a different sound, and was given a specific letter to recognize it. Teachers throughout my years taught me a way to remember the notes was the notes on the lines, E, G, B, D, F, could be remembered by making words with them. Some examples of this would be “Every Good Boy Deserves Fudge”, or “Even God Buys Dog Food”. This became a fun, effective way to learn how to read music. It easy to remember the notes inside the spaces of the music staff lines because the letters inside the lines, F, A, C, E, spelled the word “face”. After learning how to read the music notes, it was then learning the rhythms. First, we learned what a treble clef (or “G” staff) looked like, and what it was. For those who don’t know, a treble clef is the symbol at the beginning of a music staff to identify what kind of staff the music is portraying. (The treble clef is the most common type of staff, because the lines are the “E, G, B, D, F” and “FACE”. Other symbols change the notes around.) Then, it was learning what a quarter note is, what is looks like on the staff, and how to determine the rhythm of it by slapping our hand to our knees. We determined a quarter note was one full beat, this is when we slapped our hand down to our knee, up in the air, and then down once more to make one full beat. Eventually, we learn the basics on how to read a music staff. Next came to the reading and comprehending part of music. In class, we would write down just the lyrics, or words, that were found under the music staff onto a separate sheet of paper. Afterwards, we read each sentences out loud, and after reading it out loud, the teacher would help us understand the mood and tone of the music, such as if the lyrics of the song read a more melancholy and the music was a darker tone, then the mood of the music would be a more dark, depressing theme. The teacher would do this to help us understand that when we sing this, it shouldn’t be a happy, smiling atmosphere if the song has a dark, depressing mood. It helped when we sang in class, and in concerts, because it brought to life a story the song writer wanted to portray. It was in high school I realized my older sister also had difficulty in English classes, but not as much as I did. She was an “over achiever” in high school, took all Advanced Placement classes, and ended up graduating 3rd in her class of about 300 students. As you can tell, she pushed herself to understand literature and wrote outstanding essays. I always tried to be like her growing up, but once I hit high school, I realized I would never be as smart as her or as great as she is, so I just gave up. I met all the passing requirements, but never pushed myself that little extra bit for that better grade. In high school was when I really participated in choir. I took it as one of my electives every year, just because I found singing and performing fun. I didn’t realize it until my senior year that the choir class, and extra study halls I spent helping my choir teacher on his spare time actually improved my ability to read and write. Just like in my elementary and middle school years, my chorus teacher pulled out key notes and rhythms in the music, explained the significance and importance the song writer addresses in their music, and then plugs those key notes and words back into the music, but while conducting, exemplifying the significance so we as singers know to pluck out those words and phrases. Whether it was making the song louder at a part, or softer, or just “punching” the note out so our audience understands the message we are singing. In reading, when we annotate and analyze what the author of a story or piece of literature, we pull out key points and main ideas to come to a conclusion about what the author is trying to say in their writing. Music is just a little different were in the songs, the main ideas and key points are illustrated with the texture of the music. It is our job as readers and writers to address those main ideas and key points to help not only ourselves, but others understand what an author or song writer is trying to say in their writing, music, or any other type of writing.

Hoadley

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