Throughout the ages, music has been an imprescriptible part of humans life. The music of ancient people could tell the researches a lot about their historical events and lifestyle. Currently, people also use music for various purposes: to celebrate a festival, to relax and meditate, or to going for sport. Apart from this, some individuals listen to music while reading books, doing home assignments, or working on a project. What is more, some professors switch on classical or calm music to help students concentrate on the exam. The current research paper investigates the issue of the connection between music and learning. It tries to reveal whether a widespread belief that music makes the learning process more effective is a misconception or not. The paper argues that music indeed could facilitate a learning process and make it easier, more productive, and pleasurable.
- A survey of students with different academic performance should be conducted to illustrate whether young people with better grades indeed tend to listen to music while reading or doing preparations for a class.
- Influence of different kinds of music on the learning process
- Classical music and Mozart effect.
- Rock music.
- Popular music.
- White noise.
- Music affects academic performance and the learning process of adolescents.
- Studying habits of people who used to listen to music and not vary (Bhatt, p. 830).
- Music helps to find the practical application of theoretical knowledge received while listening to music (Bhatt, p. 830).
- Music enhances the quality of the learning process via the betterment of memory capacity.
- The justification that music does not affect the outcomes of the learning process and academic performance of adolescents.
- There is no impact on concentration (Bhatt, p. 830).
- Listening to music while learning increases the level of anxiety (Bhatt, p. 830)
- The effect is vice versa: students with good memory and learning capabilities, improve their results while training and listening to music simultaneously (Lehmann and Seufert, p. 1).
- Indirect influence of music on the process of education.
- Speedreading and music: Zhinkin’s rhythm as a tool for learning in speedreading.
- Languages and music: Listening to songs helps to learn a foreign language faster and develops skills of understanding what one heard.
In conclusion, it should be mentioned that the initial thesis of the current research paper was refuted by the scholarly articles and the survey conducted among the students with different final grades. Music, of any kind, could not be called a remedy for students with low academic achievements. Therefore, from the research, it could be inferred that music’s ability to influence the quality of the process of education is overestimated and is instead a misconception rather than an undeniable fact. Nevertheless, it should be admitted that music has a mediocre impact on the learning process. For example, it is advised to listen to songs that are performed in a foreign language that a student is learning. This way, a person will practice listening skills and expand vocabulary. Still, these results could be achieved only through conscious listening on a daily basis. In addition, a part of learning to read speedily includes reading books upside-down while listening to a metronome, particular rhythms, or songs with a lot of lyrics. Consequently, listening to music does not have a direct correlation with better grades; nevertheless, it is a tool that could be added to other educational techniques.
Works Cited
- Bhatt, Aarti. “Music and study habit: Does listening music affect study habit, anxiety and academic achievement of adolescents.” International Journal of Applied Research 3.6 (2017): 828-830.
- Lehmann, Janina AM, and Tina Seufert. “The influence of background music on learning in the light of different theoretical perspectives and the role of working memory capacity.” Frontiers in psychology 8 (2017): 1-11.
SaaS Forms Builder Platform For Businesses
SaaS forms are important to every business regardless of their size as they enable them to streamline various day-to-day processes and functions. It is critical to note that they do not require coding skills. For instance, it is essential in conducting market or customer surveys. Customers can quickly fill in and submit forms online. Moreover, they can be integrated with CRM platforms, such as Salesforce, to improve customer experience. Lastly, they can be used to assign tasks to various employees in an organization.
An example of a SaaS form builder is the Formsite platform. It has several features that enable professionals to build quality web forms and surveys. For instance, it has a custom style feature that allows for the customizability of forms using Style tools (Formsite). It has a wide range of pre-made themes that can be used to personalize forms to match any brand’s standards or preferences. In addition, it has a multi-page with a logic feature. Visitors tend to be more comfortable filling out a few questions at a time rather than an entire long form at once (Formsite). Therefore, in this instance, segmenting the form into related subjects and similar-sized pages might enhance visitor completion rates and accuracy. Furthermore, there is the embed anywhere feature that allows a subscriber to attach the form to third-party webpages (Formsite). To embed a form on a webpage, the shortcode snippet provided is copied and pasted to the page. The form will be embedded after the webpage loads. This can be combined with a redirect that takes visitors to another page on their site, for instance, a Success page. Lastly, the sub-user feature allows an admin to set up sub-user accounts with limited access to form management and reporting (Formsite). By using Formsite, form was built to evaluate consumer electronics and accessories.
Work Cited
Formsite. “Features”. 2020, Web.
“Act Without Words I” By Beckett: Response To The Movie
“Act Without Words I” by Samuel Beckett is an example of the Theater of the Absurd, a designation of the particular type of plays written by different playwrights in the mid-twentieth century. The central idea, characteristic for the genre of the absurdist drama, is a concept of the meaninglessness of life and the pointlessness of any human activity. While the philosophical message of the absurdist play is deeply pessimistic, the manifestation of it of the stage often does not carry any sign of the tragedy. It is usually neutral or even has some signs of the comedy, which in given context becomes a tragi-comedy. This contrast of the content and the outer expression creates the feeling of the absurd of the situation. In Beckett’s play, there is no distinct comedy element. However, the actions of the protagonist, often incoherent with the circumstances, and his overall behavior appears as bitter laughter at the futility of human existence.
In Beckett’s play, the protagonist is placed in the desert; at the beginning, the space around him is completely empty. Further on, a very few objects would appear, and, as usual in the absurdist drama, “the paucity of material reality converts objects and figures into symbols” (Muse 100). The protagonist hears the whistles from different sides, every time going towards the sound and immediately, being flung backward, falls. He then gets up and reflects on the next sound stimulus. After some time, different objects begin to descend from above. The man sees the palm tree and tries to find his comfort in its shadow; however, the leaves fold, and his suffering from heat continues. He sees the jar of water, hung in the air, too high for him to reach. Then a couple of boxes descend in the same manner; he tries to stand on them, illogically placing the bigger one on top of the smaller, and falls. He climbs the rope, suddenly appearing near the jar, but again fails to reach the water. In the end, exhausted and desperate, he lands on the sand and stops to give a response to anything. He sees the water jar, this time next to his face, but does not react to it. He does not notice that the palm tree’s leaves have opened again, producing the shadow. He “does not move.” the remark that initially appears in Beckett’s play throughout the text.
“Act Without Words” carries a message about the meaninglessness of any action of humans and the inability to escape the suffering that accompanies the individual throughout life. As Muse discusses, it depicts “poor little trembling, elementary creatures,” which “shiver for an instant and weep on the brink of a gulf” (99). A human may have a hope to get help, which remains for some time the reason for the reaction to the outer stimuli. However, after several unsuccessful attempts, the confidence and belief for the escape disappear; the only thing left is “not to move.”
Beckett’s play represents the significant features of the Theater of the Absurd. First of the genre’s characteristics is the absence of a developed plot. Instead of being a story leading to a particular result of a specific action, it is a fragment with no beginning and no end. The play is a random fragment extracted from human life, equal in its futility to any other moment of existence. Second, the words in the absurdist drama lose their importance, considered unable to express reality. Here, this idea is brought to its extreme, as the words do not appear throughout the play. Third, the structure of “Act Without Words I” may be described as circular; it ends with no result, at the same point of despair and misery, as it was in the beginning. Besides this, the lack of material objects and emptiness is also symbolic; the desert may be understood as a reflection of the inner human emptiness and inaccessibility of comfort and happiness. Therefore, all these characteristics describe “Act without Words I” as an example of the Theater of the Absurd with all its conceptual and structural specialties.
Work Cited
Muse, John H. Microdramas: Crucibles for Theater and Time. University of Michigan Press, 2017.