An Actor’s Job Description



An actor’s goal is to be a star in his field though sometimes it would be not possible for other actors to attain such goal. Some actors could be seen working locally, regionally, or sometimes internationally. An actor would normally appear in an industrial or a commercial show. An actor could also be a narrator in a film. He or she could be a reader of a story or an audio book. But actors of this type are less recognized. The more known actors are the ones who appear in movies or television shows while playing the role of their characters. The normal trend for actors is to start their careers on television, then hopefully be seen in the big screen. For majority of the actors, this is their goal, to be acknowledged for their talent and be featured in a movie. Their quest is to be a movie star.

In order to accomplish their goal, hard-work, self discipline, patience, and determination are all needed. Actors who reach stardom have a lot of these necessary attributes but it is their natural talent that makes them stand-out. This talent makes them able to portrait their character very effectively which makes them entertaining to the audience.

Some actors would find certain characters easier to portrait. Some are better in doing certain characters such as being a villain, a hero, or a hopeless romantic. This is the reason why some actors are usually seen as a villain because these actors are very effective in being villain. Actors could also choose a field where they feel suitable and at ease. Some would carry out action films while some would do romance and drama. The more talented ones would sometimes do comedies. There are actors who could do all of those roles effectively and those actors shine the brightest and are very rare. For those who lack talent, they often go training and workshops to improve their skills.

Music – The Heart Healer



Music, the name itself is lyrical. As if the ‘seven notes’ flow in a single word. Music is the same wherever you go – The seven notes denote its existence and the songs exist from it. Music has delighted the singers and audience from time unknown. The Raags are considered to be an integral part of Music. Nothing is complete without them. The same music is given different names – as in the south it is known as the Carnatic Shastriya Sangeet and to the north it is termed as Hindustani Shastriya Sangeet or the Indian Classical Music. In any musical style, the grammar and the way each notes are pronounced are taken care of.

There are basically twelve Swaras (Notes). They are grouped in saptak (octave) out of which seven are Shuddhas (pure) and the rest five are called Vikrit (sharp/flat).

The seven shuddha (pure) notes are:
Sa Shadja
Re Rishabh
Ga Gandhar
Ma Madhyam
Pa Pancham
Dha Dhaivat
Ni Nishad

And the Vikrit Notes are:
Komal Re (flat)
Komal Ga (flat)
Tivra Ma (sharp)
Komal Dha (flat)
Komal Ni (flat)

Hence, when sang together they come out:
Sa Shadja
Komal Re (flat)
Re Rishabh
Komal Ga (flat)
Ga Gandhar
Ma Madhyam
Tivra Ma (sharp)
Pa Pancham
Komal Dha (flat)
Dha Dhaivat
Komal Ni (flat)
Ni Nishad

The seven notes are sung in three ways:
Aaroha: Ascending of the notes. Here each note is higher than the preceding note.
Example: Sa, Re, Ga, Ma, Pa, Dha, Ni

Avaroha: Descending of the notes. Here each note is lower than the preceding note.
Example: Ni, Dha, Pa, Ma, Ga, Re, Sa

Using Music for English or Foreign Language Learning – Music, Sound and Brainwave Activity



Scientists have discovered that there is a definite relationship between brain wave activity, visual stimulation (light) and auditory or sound input. (Kandel, Schwartz, Jessel 1985) That is to say in part, that sound – in this case music – can be used to alter or control the state of activity in the brain. For the English or foreign language teacher, this means that we can induce a more relaxed, receptive state of input acquisition in our learners using music. Communication between the brain’s millions of nerve cells can be registered by measuring the frequency of these electrical impulses. Researcher Gray Walter discovered in the 1940s brainwave activity tends to mirror visual or auditory frequencies most particularly in the Alpha and Theta brain wave ranges.

To better understand this phenomena and its relationship to learning, first let us look at the four principal frequency ranges of the human brain, Beta, Alpha, Theta and Delta.

The Four Brain Wave Types

Brain wave patterns are determined by the frequency of their oscillations. Each range of brain wave activity can be associated with a particular mental state.

Beta

From 15 to 30 Hertz (oscillations per second is called Hertz) characterizes a brain in the normal, conscious state actively problem-solving, thinking or otherwise consciously involved with your environment. You are in this state right now while you are reading this. (I hope!)

Alpha

From nine to 14 hertz is the Alpha range during which your brain activity is slowed down from the Beta state. You’re calm, relaxed and peaceful. This is also the beginning of the brain’s most creative states just below active consciousness and entry into the brain’s meditative states.

Theta

At four to eight hertz, you have deepened your relaxed, meditative state. Memories from long ago, dreamlike images and fantasy begin to flow in this state. You are almost, but not quite asleep. One of the most extraordinary states of consciousness, it’s also known as the “twilight” sleep you briefly experience upon awakening or just before drifting off into a deep sleep. In the Theta state we can also be receptive to input beyond our normal conscious awareness. It is widely believed that a state of Theta meditation stimulates intuition and activates extra-sensory perception.

Delta

From one to three hertz or oscillations per second, this is normally the slowest of brain wave activity that occurs during a deep, dreamless state of sleep or a very deep state meditation in some cases.

Considering this, when we can induce a more relaxed or receptive state in our learners, they are better able to successfully mentally input, process and retain whatever information, i.e., learning, that we provide. This can well be especially true of language-related input which is seated in the brain’s left hemisphere and cross-linked through the Corpus Callosum to the right hemisphere where music and rhythmic abilities are seated. This essential cross-link dramatically aids in both acquisition and retention.

Application in Teaching and Learning Practice

Try teaching a grammar lesson or segment while playing a soft Mozart selection in the background at a low but recognizable volume. Have the learners practice dialogues with low-volume vocals playing at the same time. Use a song in an unrelated foreign language to “time” a mill or mingle activity. Try having the learners complete a concept-checking or other written exercise while giving them the interval it takes to play musical selection all the way through. Even if they balk at first, they’ll adjust without further complaint within a month of your first using these processes. Within a semester, the learners will be complaining if you DON’T use music with their learning activities.

Using these techniques, the learners’ motivation will rise, overall learning should improve, your English or foreign language learners most likely will be happier and so, my dear pedagogue, will you.

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