Sunday, December 29, 2019
Nature vs. Nurture Essay examples - 2491 Words
Nature vs. Nurture The human brain is not an empty vessel  right from the start it is packed with knowledge, some of which is built into every structure. A newborn baby just knows, for instance, that crying will bring other members of the species to its aid  it doesnt learn it or work it out. (Carter, R. Consciousness, Weidenfeld Nicolson, p. 143) When Darwins Theory of Evolution was published (See Darwin, C. (1859) On The Origin of Species by Means of Natural Selection, Murray), proposing that simpler structures evolve into more complex organisms, the old certainties were threatened because the adaptations of creatures to their surroundings no longer needed to be explained in terms of an Almighty. Evolutionary qualities†¦show more content†¦The idea has therefore developed that if an aspect of human behaviour is genetically predisposed, it cannot be helped and, so the thinking goes; if it cannot be helped then blame cannot be apportioned. That view is tantamount to a council of doom which, if accepted, allows us to believe that the selfish, the self-centred and egoists are most likely to succeed. It may be that in our darkest moments we subscribe to this view but by simply looking about us, we see that human nature is generally caring with each of us being concerned (albeit to a greater or lesser degree) for their ne ighbour. The Gene Machine view is a term coined by Richard Dawkins, according to whom our character is mainly determined by those characteristics, which have led to evolutionary success. In a determined world certain aspects of animal behaviour can be attributed solely to genetics, yet human beings at least have free will, enabling them to choose outcomes and overrule basic genetic tendencies. For example we can ensure that our fingernails do not grow overlong (by keeping them trimmed) but we can never prevent the tendency of our fingernails to keep growing. There is a philosophical debate concerning the existence of free will in a determined universe. In this essay free will is defined as the ability to act free from external coercion. On the other hand some argue that if we are determined then our free will is merely illusory. If this is so humanShow MoreRelatedNature Vs Nurture : Is The Nature Or Nurture?1300 Words  | 6 PagesAoS 3: Student Directed Research Investigation Unit 1 Psychology - Megan Rodrigues RESEARCH QUESTION How is the nature vs nurture debate related to a consideration of the mental disorder, schizophrenia? INTRODUCTION Schizophrenia is categorized by thoughts or experiences that seem abnormal with reality, disorganized speech or behaviour and decreased participation in regular daily activities. Difficulty with memory and concentration are sometimes also present. The two hit hypothesis generally refersRead MoreNature Vs Nurture : Nature Or Nurture874 Words  | 4 Pages Nature or Nurture. Nature may be all of the genes and hereditary factors with which influence them to become who they are such as physical appearances and personality characteristics. Nurturing impacts people’s lives as well as how they are raised and all the environmental factors. In combination, these qualities can be the true identity of oneself. Many people may argue that nurture appears to a play huge factor in the two, but others may think otherwise. Not having both as a characteristic canRead MoreNature Vs Nurture : Nature And Nurture1821 Words  | 8 PagesNature and nurture are usually seen as very different things, but they are actually somewhat similar and even integrated. There is a huge debate over which holds more influence over how people develop and whether they behave based on genes or their environment. In Sincero’s article Nature and Nurture Debate she discusses arguments for both sides, saying behavior may be completely in a person’s genes, or it could come from experience and influence. Many people believe â€Å"that the criminal acts, tendencyRead MoreNature And Nurture : Nature Vs. Nurture1780 Words  | 8 PagesAs Nature Made Him: Nature vs. Nurture Human behavior is determined by both biological and environmental factors. Psychologists are interested in learning which of these factors is a greater influence on human behavior and identity. Although psychologists today generally agree that both nature and nurture play a role in conditioning behavior, there is still disagreement about the part that each of the factors have in determining behavior. The nature versus nurture debate focuses around the extentRead MoreNature Vs Nurture : Nature And Nurture1821 Words  | 8 Pages Nature and nurture are usually seen as very different things, but they are actually somewhat similar and even integrated. There is a huge debate over which holds more influence over how people develop and whether they behave based on genes or their environment. In Sincero’s article Nature and Nurture Debate she discusses arguments for both sides, saying behavior may be completely in a person’s genes, or it could come from experience and influe nce. Many people believe â€Å"that the criminal acts, tendencyRead MoreNature Vs. Nurture : Nurture1405 Words  | 6 PagesDecember 2015 Nature vs. Nurture Very few people know that the nature vs. nurture debate actually began early on with famous Greek philosophers such as Plato and Descartes. These two theorized that certain things were inborn and occurred naturally regardless of environmental factors (Cherry 1). Most people began to witness this debate in 1896 when the phrase â€Å"Nature vs. Nurture†was coined by English polymath, Francis Galton (â€Å"Nature vs. Nurture†Origins 1). At this point the nature vs. nurture debate grewRead MoreNature Vs. Nurture : Nurture901 Words  | 4 Pagestime the proverbial nature vs. nurture question has sparked quite a debate. I hold the belief that nature vs. nurture is a zero-sum game. We essentially enter this existence, a lump of clay that needs molding in order to take form. So, I believe my creative abilities can be attributed to the sum of our genetic predisposition, the nurture of our mind, and the dynamic of both nature and nurture, with nurture being the predominant influencing factor. In psychology, nature refers to the inheritedRead MoreNature Vs Nurture And Nurture1777 Words  | 8 Pagesformed and cultivated through nature or nurture. This psychological anomaly is why I am writing this paper. Ever since I have enrolled in, and taken, a psychology class during my junior year, I have questioned whether every little emotion and action is because of nature or nurture. No topic is more widely explored and researched than morality. It cannot be scientifically or psychologically proven or tested, making any claim highly controversial. This idea, of nature vs nurture, that I had previously researchedRead MoreThe Nature Vs. Nurture1463 Words  | 6 PagesT What can we define as Human Nature and Nurture? The Nature vs. Nurture has been a long never ending debate for some time now. Nature vs Nurture has been so profoundly debated, that now it’s unclear whether what makes us who we are and what we do, nature or nurture. For purposes of this essay Nature is going to be defined as characteristics we acquire through our genetic and biological factors, while that Nurture is going to be defined characteristics we acquire through our interactions and influencesRead MoreNature Vs. Nurture : Nature Versus Nurture1337 Words  | 6 PagesNature vs. Nurture There are many different ways that behavior can be explained, especially on the terms of nature vs. nurture. Aggression is a behavior that has been extensively analyzed in a complex manner and the causes of it can be explained many different ways. Aggression can be defined as hostile or destructive behavior that can cause injury or destructive outlook especially when caused by frustration. Nature can be defined as aspects of behavior that have been inherited or are genetic, while
Saturday, December 21, 2019
Summary Of Dead Aid Why Aid Is Not Working And How There...
How to Improve: Africa Is Aid Helping or Hindering Development As we were able to see in the Webtext, No More Aid To Africa, Dambisa Moyo a native of South Africa explains why she believes no more aid should be given to Africa. Her argument is provocative: not only has international aid not helped African countries modernize, it’s actually responsible for keeping the continent underdeveloped. In 2009 the economist laid out her case in the bestselling book Dead Aid: Why Aid is Not Working and How There Is a Better Way for Africa. (Soomo. Understanding Development). In my opinion, her argument was correct. After reviewing the research, no country has become has developed from the aid that was given. Moyo says that research on the effects of aid is unambiguous: aid is bad for reducing poverty and sparking economic growth. As she puts it in the interview, â€Å"We’ve got multiple centuries of data on what creates economic growth, and for no country at all, ever, in the history of the world, has aid been the sort of catalyst for economic growth and reducing poverty.†A big problem that foreign assistance often encounters is corruption and the lack of transparency from governments, organizations, and corporations. This is the reason a promise to straightforwardness must be made keeping in mind the end goal to work around the individuals who might channel help cash far from where it is painfully required. The vital thing to detract from this varying point of view is the attention onShow MoreRelatedThe Hot Zone9599 Words  | 39 PagesThe Hot Zone Summary | Part 1, Chapter 1 Something in the Forest Summary Chapter one introduces the reader to Charles Monet. He is a French expatriate working on a sugar plantation in western Kenya. The story begins on New Years Day, 1980, when Charles and a woman take an overnight trip to Mount Elgon, a formerly active volcano. During their trip, they visit Kitum Cave. After returning to his quiet life, Monet becomes ill. The reader knows that he is experiencing a catastrophic illness, but CharlesRead MoreTransparency Of Donor Aid As A Key Factor6243 Words  | 25 PagesTRANSPARENCY OF DONOR AID AS A KEY FACTOR IN ENHANCING DEVELOPMENT: CASE STUDY OF KENYA â€Æ' DECLARATION I declare that this project paper is my own work, done with my own ideas. It has not been presented by any other person before it is through my creation of time and effort. Signature: .........................................................................Date....................................... Name: Signature: .........................................................................DateRead MoreDiscuss the Importance of Non Verbal Communication to Education24125 Words  | 97 Pages------------------------------------------------- Top of Form Bottom of Form IFAD strategy paper on HIV/AIDS for East and Southern Africa IFAD strategy paper on HIV/AIDS for East and Southern Africa A. Assessing the Impact of HIV/AIDS on IFAD-Supported Projects 34. This section looks at the relevance of HIV/AIDS to agricultural and rural development projects, considering the vulnerability of project target groups and IFAD project staff and their families to HIV/AIDS; the reduced project implementation capacity resulting from the epidemic;Read MoreChina in Africa Essay20116 Words  | 81 Pagesnews from the Nordic Africa Institute from the Nordic Africa Institute numBer 3 novemBer 2007 from the contents china and Africa Fantu Cheru theme: AfricAn Agriculture Agriculture and the World Bank Atakilte Beyene Property rights Kjell Havnevik Tor A. Benjaminsen Espen Sjaastad inequality and climate change contents to our reAders AfricAn Agriculture 1 3 november 2007 Carin Norberg African agriculture and the World Bank: development or impoverishment? AtakilteRead MoreMilitary Essay16059 Words  | 65 Pages2009 Authors Paul Salmon Daniel Jenkins Neville Stanton Guy Walker Brunel University Brunel University Brunel University Brunel University ii HFIDTC/2/WP3.1.4/3 Version 2/ 19th May 2009 Contents 1 1.1 1.2 1.3 1.4 1.5 1.6 Executive Summary ................................................................................... 1 Background and reasoning behind the work ...................................................................... 1 Specific research question being addressed ..Read More Ancient Egypt Essay6218 Words  | 25 PagesAncient Egypt Ancient Egypt is located along the Nile River of Northeastern Africa. More specifically, it is the territory where ancients Egyptians lived in the valley of the delta and the Nile. It was a thriving civilization for more than 3,000 years, from about the time of 3300 BC to 30BC. The culture of Ancient Egypt is identified and very well known for many aspects of their ways of life. Considering the time period, they were very technologically advanced. This can especially be seenRead MoreEssay on Unreached People Group Project4555 Words  | 19 Pagesreach them. One unreached people group who are in desperate need for God is the Koreans in North Korea. With a population of 25,360,100 and a communist government that regulates all aspects of freedom, including religion, for its people, explains why North Koreans are approximately one percent evangelized. North Korea is ranked as the number one country where Christians are most persecuted for their belief. God remains faithful to His intent on reaching all peoples and Koreans are not theRead More7 Megatrends 203026297 Words  | 106 Pages over  the  next  20  years All  trends  have  a  broad  impact  on  how  we  do  business  Therefore,  Roland  Berger  experts  have  identified  corporate  actions  that  companies  must  take  today The  study  also  takes  a  look  at  how  we  will  live  in  2030 OUR APPROACH We  first  screened  all  relevant  trend,  scenario  and  future  studies  worldwide USE IT! Following  the  executive  summary  and  an  introduction  in  chapters  A  and  B,  chapter  C  presentsRead MoreSAT Top 30 Essay Evidence18536 Words  | 75 Pagesout when the grader takes a look at it. No matter how you use this special report, you’ve made the right decision, and I’m proud of you for preparing ahead of time for the SAT essay. It’s something that a lot of students forget to do. Good luck and study hard! P age |5 Amelia Earhart (1897-1937) â€Å"Flying may not be all plain sailing, but the fun of it is worth the price.†â€Å"Courage is the price that Life exacts for granting peace.†Summary: Amelia Earhart was a legendary female aviatorRead MoreAbraham Lincoln: Organizational Culture and Leadership5118 Words  | 21 Pageslecturers and staff with several years of industry and teaching experience, in order to ensure that students are furnished with not just the basics. Nature and the Culture of the Organization The subcultures identified within ICBS are discussed with the aid of basic components of culture which consist of several factors mentioned under the following categories: 1. Ideas, Attitudes and Values The ideas, attitudes and values of ICBS have been blended and moulded with their belief, ‘The difference
Friday, December 13, 2019
Show Choir Free Essays
string(446) " all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo ensemble competition Learning Objectives a\." Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting. Vocal technique, developing the ensemble and dance are the main emphasis of this class. We will write a custom essay sample on Show Choir or any similar topic only for you Order Now Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates awareness of current world events o learner describes political, economic and social systems different from one’s own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the E nglish language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessary detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learn er knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including i nequities and biases Performance Expectations Goals 1. Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other disciplines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c. Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo ensemble competition Learning Objectives a. You read "Show Choir" in category "Essay examples" Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy Properties Domain: Psychomotor Level: Practice Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath control Procedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principles Criteria – Criteria – Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individual’s roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements Properties Domain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulation Conditions for Assessment – Competence will be demonstrated: o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principles Criteria – Criteria – Performance will be satisfactory when: o learner performs in a winter concert spring concert Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain: Cognitive Level: Application Difficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria – Criteria – Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in music Concept d. Compare musical works by era, composer and style Process Show Choir RS Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors: Diana R. Spradling and National RS Jazz Show Choir Committee Revision authors: Ken Thomas and National RS Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program. For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed, we create these standards believing in certain fundamental premises. Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should demonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylist ic integrity. II. Movement/Dance Performing alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational package for both audience and participants. The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art Forms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music Elements In reading and notating well-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical evaluation. VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines. The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members. IX. Entertainment as Art Recognizing the relationship between the three disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. History and Pop Culture Understanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to classify repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open to all SFC members. 2. There should only be one (1) entry per BIG SECTOR. All big sectors should confirm their entry with the lyrics of the songs on or before June 18, 2011. (The official list should be signed by the SFC Cluster and Sector Couple Coordinators to ensure that they are certified SFC members). Changes will be entertained until July 2, 2011. 3. A Show Choir is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Boy Band/Girl Band d. EAST – Movie Sountrack e. SOUTH – Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) points will be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choir should demonstrate the ability to sing their chosen music. . The members of the show choir should demonstrate the ability to add movement or choreography to their performance that complements the music. 9. The members of the band/instrumentalists in the show choir should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is responsible for bringing their own musical instruments. 12. Lyrics should be wholesome and not sexually suggestive or vulgar. The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality                                                                15% Choreography                                                               15% Blend and Balance                                                        15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence                                                             10% Synchronization and Movements                                  10% Costume/Props                                                            10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:     YELLOW WEST:         RED CENTRAL:  GREEN EAST:          BLUE SOUTH:      ORANGE How to cite Show Choir, Essay examples
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