assignment listening exercise 4.2 agincourt carol

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Thursday 7 January 2016

Sir william walton and the agincourt carol.

Lyrics [ edit ]

External links [ edit ].

• Agincourt carol sheet music
• Medieval primary sources
• YouTube Interpretation by The Young Tradition (Peter Bellamy. Royston Wood, Heather Wood), with David Munrow on shawm, Roddy and Adam Skeaping on viols, and Christopher Hogwood on percussion.

References [ edit ]

• Jump up ^ BBC Music , Christmas 2011
• Jump up ^ "Soundtracks for "The Chronicle History of King Henry the Fift with His Battell Fought at Agincourt in France " " . IMDb entry for "The Chronicle History of King Henry the Fift with His Battell Fought at Agincourt in France" (1944) . Internet Movie Database . Retrieved 2007-04-19 .  
• Jump up ^ "Der Hundertjährige Krieg: Der sogenannte "Agincourt Carol " " . Abteilung für Mittelalterliche Geschichte der Universität Tübingen . Universität Tübingen . Retrieved 2007-04-19 .  
• Jump up ^ Roden, Timothy; Wright, Craig; Simms, Bryan (2010). Anthology for Music in Western Civilization 1 . Boston, MA: Schirmer. p. 41. ISBN   978-0-495-57274-9 .  
• English folk songs
• English patriotic songs

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Post a comment, the national anthem of the byzantine empire.

  The Byzantine Anthem below can be seen as an "early" piece of  medieval music, and ofcourse here we have some "modern"...

The Agincourt Carol

Owre kynge went forth to Normandy, With grace and myyt of chivalry; The God for hym wrouyt marvelously, Wherefore Englonde may calle, and cry

He sette a sege, the sothe for to say, To Harflue toune with ryal aray; That toune he wan, and made a fray, That Fraunce shall rywe tyl domes day.

Then went owre kynge, with alle his oste, Thorowe Fraunce for all the Frenshe boste; He spared ‘for’ drede of leste, ne most, Tyl he come to Agincourt coste.

Than for sothe that knyyt comely In Agincourt feld he fauyt manly Thorow grace of God most myyty He had bothe the felde, and the victory

Ther dukys, and erlys, lorde and barone, Were take, and slayne, and that wel sone, And some were ledde in to Lundone With joye, and merthe, and grete renone

Noe gratious God he save owre kynge, His peple, and all his wel wyllynge, Gef him gode lyfe, and gode endynge, That we with merth mowe savely syng

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Glenn korff school of music: faculty publications, agincourt carol.

Peter M. Lefferts , University of Nebraska-Lincoln Follow

Date of this Version

Medieval England: An Encyclopedia, ed. Paul Szarmach, M. Teresa Tavormina, Joel T. Rosenthal ,Catherine E. Karkov, Peter M. Lefferts, & Elizabeth Parker McLachlan (New York: Garland Publishing, 1998), p. 11.

Copyright (c) 1998 Paul Szarmach, M. Teresa Tavormina, Joel T. Rosenthal.

The best known of all English carols (also called the Agincourt Song), this composition celebrates the victory of Henry V at Agincourt in 1415 and was probably written shortly thereafter. It survives in two of the most important collections of 15th-century carols, the Trinity Roll (Cambridge, Trinity College 0.3.58) and the Egerton Manuscript (BL Egerton 3307). Reference is made to the siege ofHarfleur, success on the field at Agincourt, and the return to London in triumph with hostages. As is often the case, this carol mixes two languages. The burden, or framing refrain, is in Latin ("Deo gratias Anglia, redde pro victoria"), and the five strophes of verse are in English ("Owre Kynge went forth to Normandy," etc.). Also as in a number of other carols, there are in fact two settings of the burden. These are presumably to be sung together, one after the other, in alternation with the verses. The first begins in unison and expands to two voices while the second is for three voices throughout. The verse is for two voices, with a memorable tune in the lower part. This tune has been retexted and reharmonized for congregational singing in some modern Protestant hymnals, where it is identified as "Deo gratias."

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Agincourt Carol (Anonymous)

Performances.

• Recordings ( 1 )
• Commercial 💿 ( 0 )
• Accompaniments ( 0 )
• Synthesized/MIDI ( 1 )

For Cornett and Piano (Kimberling)

  Complete Performance * #916039 - 1.60MB - 1:45 -  0.0/10 2 4 6 8 10 ( - ) - ! N / ! N / ! N - 3 × ⇩ - MP3 - ClarkKimberling

MP3 file (audio) ClarkKimberling (2024/5/25)

Synthesized/MIDI

For 2 flugelhorns and bass trombone (rondeau).

  Synthesized Performance * #692975 - 1.17MB - 1:06 -  0.0/10 2 4 6 8 10 ( - ) - ! N / ! N / ! N - 114 × ⇩ - MP3 - Michrond

MP3 file (audio) Michrond (2021/4/18)

Sheet Music

• Scores ( 1 )
• Parts ( 0 )
• Arrangements and Transcriptions ( 6 )
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• Other ( 0 )
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  Complete Score * #337368 - 0.05MB, 2 pp. -  0.0/10 2 4 6 8 10 ( - )  - ! N / ! N / ! N - 5129 × ⇩ - Keanur

PDF typeset by editor Keanur (2014/8/3)

Arrangements and Transcriptions

For children's chorus and piano (shaw).

  Complete Score * #599843 - 1.14MB, 4 pp. -  0.0/10 2 4 6 8 10 ( - )  - V / C / V - 56 × ⇩ - Phillip21

PDF scanned by Phillip21 Phillip21 (2019/12/3)

  Complete Score and Parts * #692973 - 0.42MB, 4 pp. -  0.0/10 2 4 6 8 10 ( - )  - ! N / ! N / ! N - 144 × ⇩ - Michrond

PDF typeset by arranger Michrond (2021/4/18)

  Engraving files (Finale & XML) * #692974 - 0.43MB, ? pp. -  0.0/10 2 4 6 8 10 ( - )  - ! N / ! N / ! N - 63 × ⇩ - Michrond

ZIP typeset by arranger Michrond (2021/4/18)

For Cornett or Trumpet and Piano (Kimberling)

  Complete Score * #872493 - 0.13MB, 3 pp. -  0.0/10 2 4 6 8 10 ( - )  - ! N / ! N / ! N - 43 × ⇩ - ClarkKimberling

PDF typeset by arranger ClarkKimberling (2023/8/29)

  Cornetto (or Trumpet (C)) * #872494 - 0.11MB, 1 pp. -  0.0/10 2 4 6 8 10 ( - )  - ! N / ! N / ! N - 20 × ⇩ - ClarkKimberling

  Trumpet (B ♭ ) * #872495 - 0.11MB, 1 pp. -  0.0/10 2 4 6 8 10 ( - )  - ! N / ! N / ! N - 16 × ⇩ - ClarkKimberling

General Information

• Fiedler, Anne/Performer
• Kimberling, Clark/Performer
• Pavao, Aaron/Editor
• Shaw, Geoffrey Turton/Arranger
• Scores published by Novello
• Rondeau, Michel/Arranger
• Kimberling, Clark/Arranger
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• Tag 'crtt pf (arr)'
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• For 2 players (arr)
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4.2: Listening vs. Hearing

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Learning Objectives

• Understand the differences between listening and hearing.
• Explain the benefits of listening.

Listening vs. Hearing

Hearing is an accidental and automatic brain response to sound that requires no effort. We are surrounded by sounds most of the time. For example, we are accustomed to the sounds of airplanes, lawn mowers, furnace blowers, the rattling of pots and pans, and so on. We hear those incidental sounds and, unless we have a reason to do otherwise, we train ourselves to ignore them. We learn to filter out sounds that mean little to us, just as we choose to hear our ringing cell phones and other sounds that are more important to us.

Listening, on the other hand, is purposeful and focused rather than accidental. As a result, it requires motivation and effort. Listening  is active, focused, concentrated attention for the purpose of understanding the meanings expressed by a speaker. We do not always listen at our best, however, and later in this chapter we will examine some of the reasons why and some strategies for becoming more active critical listeners.

Benefits of Listening

Listening should not be taken for granted. Before the invention of writing, people conveyed virtually all knowledge through some combination of showing and telling. Elders recited tribal histories to attentive audiences. Listeners received religious teachings enthusiastically. Myths, legends, folktales, and stories for entertainment survived only because audiences were eager to listen. Nowadays, however, we gain information and entertainment through reading and electronic recordings rather than through real-time listening. If we become distracted and let our attention wander, we can go back and replay a recording. Despite that fact, we can still gain at least four compelling benefits by becoming more active and competent at real-time listening.

Become a Better Student

When we focus on the material presented in a classroom, we will be able to identify not only the words used in a lecture but their emphasis and their more complex meanings. We will take better notes, and will more accurately remember the instructor’s claims, information, and conclusions. Many times, instructors give verbal cues about what information is important, specific expectations about assignments, and even what material is likely to be on an exam, so careful listening can be beneficial.

Become a Better Friend

When we give our best attention to people expressing thoughts and experiences that are important to them, those individuals are likely to see us as someone who cares about their well-being. This fact is especially true when we give our attention only and refrain from interjecting opinions, judgments, and advice.

Others Will View Thoughtful Listener as Intelligent & Perceptive

When we listen well to others, we reveal ourselves as being curious and interested in people and events. In addition, our ability to understand the meanings of what we hear will make us more knowledgeable and thoughtful people.

Good Listening Can Help Public Speaking

When we listen well to others, we start to pick up more on the stylistic components related to how people form arguments and present information. As a result, we have the ability to analyze what we think works and doesn’t work in others’ speeches, which can help us transform our speeches in the process. For example, really paying attention to how others cite sources orally during their speeches may give us ideas about how to more effectively cite sources in our presentations.

Key Takeaways

• Hearing is the physiological process of attending to sound within one’s environment; listening, however, is a focused, concentrated approach to understanding the message a source is sending.
• Learning how to be an effective listener has numerous advantages. First, effective listening can help us become better students. Second, effective listening can help us become more effective in our interpersonal relationships. Third, effective listening can lead others to perceive us as more intelligent. Lastly, effective listening can help us become a stronger public speaker.
• With a partner, discuss how you find out when you haven’t been listening carefully. What are some of the consequences of poor listening?

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

4.2 Active Listening

Instructor preparation and summary.

In today’s fast paced world of technology and social media, we are often distracted and not listening to others speaking to us. This unit has some fun activities for students to engage and assess their own listening skills. Each student will need a piece of letter size paper and a cellphone or a fidget toy to participate in the activities. The topic of communicating in a way that others will want to listen to you is discussed and demonstrated during this unit. Students will reflect on their communication mistakes that they make in their lives and focus on improvement in these areas.

The principles of Universal Design for Learning are incorporated into the variety of activities in this unit.

In this unit, some students will learn to:

• Identify the difference between listening and hearing.
• Discuss the importance of two way communication.
• List the strategies of being an active listener.
• Explain the 7 Communication Mistakes people make that makes others not want to engage with them.
• Reflect on their own communication mistakes and how to improve on those areas.

Classroom Activities

• Give each participant one sheet of paper.
• Then verbally give them the following instructions pausing between instructions.:” “Hold your piece of paper in front of you and close your eyes. Now listen to my instructions carefully as I will tell you what to do with your paper. There is no peeking and you cannot ask questions. Those are the rules:) OK. Now fold you sheet of paper in half.(pause) Then fold it in half again. (pause) Now tear off the lower left corner of the paper. (pause) Fold it in half again (pause) Now tear off the top right corner of the paper. Now fold it one more time in half. (pause) Now tear off the lower right corner.”
• “Now open your eyes and unfold your paper. If I did a good job communicating and you were a good listener then all your papers should look the same!”
• Discuss: Why don’t they all look the same? People may need to receive information in different ways to be successful. What changes could we make to have everyone’s snowflake look the same?
• Summary: Effective two way communication is essential in the workplace, home and in the community.
• For this activity, you CAN use your cell phone if you have one for the exercise. If you don’t then your instructor can give you a fidget toy for the activity.
• Get into 2 circles with students facing each other. There will be an inside circle and an outside circle. If there is an odd number of students, have one group with three people.
• You are to have two conversations: First Conversation: both people can play with their phones or fidget toys while they are talking. Second Conversation:  Both people put their phones or fidget toys away while they are talking. Each conversation lasts about 2 minutes.
• Did you notice a difference in the conversations when you had a phone/fidget compared to the ones when you didn’t?
• How much do you remember from the conversations?
• The same amount from both types of conversations?
• Different amounts from both types of conversations?
• Why do you think that is?

Applied Assessments

Instructor resources.

• Unit 4.2 Active Listening  (MS PowerPoint)
• Unit 4.2 Active Listening – 7 Mistakes of Communication Worksheet  (MS Word)
• Unit 4.2 Active Listening – 7 Mistakes of Communication Worksheet  (PDF)
• Unit 4.2 Active Listening – Active Listening Quiz (MS Word)
• Unit 4.2 Active Listening – Active Listening Quiz  (PDF)

Interpersonal Skills for Life and Work for College Students on the Autism Spectrum  by Dr. Michael W. Duggan, LCPC, CRC is licensed under a  Creative Commons Attribution 4.0 International License , except where otherwise noted.

United States Department of Labor. (2014).  “Skills to Pay the Bills: Mastering Soft Skills for Workplace Success . Office of Disability Employment Policy. Retrieved April 6, 2022, from  https://www.dol.gov/agencies/odep/program-areas/individuals/youth/transition/soft-skills

Empowering Unique Learners for College Success Copyright © 2022 by Robin Frkovic, MEd., BSc is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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