![]() Then two main content chapters highlight the psychological and spiritual analysis of character Pi. Firstly I am going to deal with introductory essential of writers and then under the influence of critics reviews with reference to the thesis statement. Then my thesis further explore few symbolical character or things that work as motivator for Pi specially the role of ocean and Richard parker. ![]() The thesis statement scrutinize the fantasy imaginative signs, the inherent aptitude power that turns tragic accident into exposure of elevated instinct and discovery of self and faith as a basic longing. Where as it is much intensified under symbolic characters and things are actually the disguises of hidden instinct which help him to be subsist in miraculous and exclamatory situation. That how much Pi surpasses in level of hierarchy and took his self toward his pure inside and on other side the wild side of Pi is the demonstration of Pi self discovery and new experience which leads him toward clarification of his ideas. The research paper tries to analyse the psychological approach of the character Piscine Molitar Patel that how much Pi Patel achievement for survival fulfil as a common being in unimaginable journey via Maslow theory of motivation or self actualization. This should be approached with a degree of flexibility depending on the musical experience and capability of the music class. When referring to the answers provided in the Teacher’s manual, the answers given should guide the teacher as to the kinds of responses to award a mark for. Teachers may not wish to record the result of each listening test. Although each of the active listening activities are provided so that a mark out of 20 can be awarded, they are designed as learning tools to promote engagement during the listening process. If teachers wish to add viewing as part of the process this can of course be included but it is advised to be aware of the film rating. It is important to note that the lessons are designed so that the films do not have to be watched. Some of the films included in this text book have ratings that may not suit the age of the students. ![]() Teachers may choose to spend more time on certain lessons and omit others from their teaching and learning program. The films can be taught in any order and have not been designed to be sequential. Each of the films have been organised into genres however it is important for teachers to choose the sequence that they would like to teach them in. These lessons have not been designed to be ‘about’ the films, but use the music from the films to enable students to learn about the music elements. The activities focus on: Performance, Listening and Composition however each film comes with a brief synopsis and additional information about instrumentation and people of interest. These lessons for use in the middle-school classroom are designed to be fun, engaging and to promote musical literacy. ![]()
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