My Favorite Stephen Sondheim Musicals

Born March 22nd, 1930, Stephen Sondheim seemed destined to become one of America’s most beloved figures in American theater. When he was only ten years old, he moved with his mother to the Pennsylvanian countryside. There, he became neighbors and friends with the family of Oscar Hammerstein II. In his teens, Sondheim began writing musicals. When he showed Hammerstein his work, the famed lyricist explained that it was awful – but he also told him why it was awful. An amazing mentorship began. Hammerstein provided him one-on-one instruction and advice and gave Sondheim difficult yet creative challenges which honed the young artist’s songwriting skills. In 1956, Sondheim was chosen to write the lyrics for Leonard Bernstein’s West Side Story. Soon after, he created the lyrics for the amazingly successful Gypsy. By the early 1960s, Stephen Sondheim was ready for his compositions to premiere on Broadway. Today, he is beloved among sophisticated audiences and performers alike. Here is a list of my favorite musicals by Stephen Sondheim: #1) Into the Woods I had the pleasure of watching the original Broadway production when I was 16 years old. At the time, I absolutely loved the first act, which plays like a wonderfully crafted and complex fairy tale comedy, ideal for the entire family. During the second half, however, I was quite disturbed by all the chaos and death. The story became too much like real life. And, of course, that’s the point of the show, a transition from fantasy to reality, or from adolescence to adulthood. Gradually, after listening to the soundtrack, and growing a bit older myself, I have come to love and appreciate both acts of this fun and fascinating musical. #2) Sweeney Todd It’s difficult to find a more violent musical than Sweeney Todd. And it’s difficult to find a more haunting melody than Sondheim’s â€Å"Johanna Reprise,† a hypnotic song that mixes beauty, longing, and murder. This is the story of a demented barber who seeks revenge, but goes way too far, driven mad in his lust for bloodshed. (It’s one thing to reap vengeance; it’s another thing to stuff people into meat pies.) Despite the carnage and cannibalism, there is a dark, infectious humor throughout Sweeney Todd, elevating this dreary story to genius. #3) A Funny Thing Happened on the Way to the Forum If you’re looking for a show that has a simple, laugh-out-loud happy ending, then Stephen Sondheim’s first success as composer/lyricist is the musical for you. During the show’s test run in Washington, D.C., Forum received negative reviews and apathetic reactions from the audience. Fortunately, director and self-proclaimed â€Å"play doctor† George Abbott suggested that they scrap the opening song, â€Å"Love Is in the Air.† Sondheim agreed and created the bouncy, hilarious number, â€Å"Comedy Tonight.† The new opening number energized Broadway audiences, eliciting laughter (and long lines at the box office). #4) Sunday in the Park with George Filled with beautiful songs and exquisite sets, Sondheim’s Sunday in the Park with George was inspired by the artwork of Georges Seurat, in particular his painting â€Å"A Sunday Afternoon on the Island of La Grande Jatte.† I love stories that examine the lives of artistic geniuses – even if their history is fictionalized a great deal, as is the case with Sunday in the Park with George. The first act focuses on Seurat’s passions: his art and his mistress. The second act transitions to the 1980s, showing the struggles of a modern artist, George (the fictional grandson of Seaurat). Whenever I’m working on a creative project that takes a lot of concentration, I inevitably start to sing â€Å"Putting It Together,† one of my favorite Sondheim tunes, and an insightful commentary on the artistic process. #5) Company For me, this is the most â€Å"Sondheimish† of Stephen Sondheim’s musicals. The lyrics are funny, complicated, and emotional. Each song is like a cathartic experience for the characters. The basic premise: It’s Robert’s 35th birthday. He is still unmarried, and tonight all of his married friends will be throwing him a party. In the process, Robert analyzes his life and the relationships of his friends. It ran for 705 performances on Broadway, and earned six Tony Awards. So, why do I have it as my 5th favorite Sondheim musical? Perhaps it’s simply a personal thing. When I was a kid, listening to show-tunes such West Side Story and Sound of Music, I was vaguely familiar with Company. I liked the songs, but I could not connect with the characters. I assumed that when I became an adult that things would change, that I would eventually like to drink coffee, discuss real estate, and behave like the characters in Company. None of those things happened. Despite my own short comings, I still enjoy the songs and the non-linear storytelling style of Company. What’s Missing? Of course, there are many other great Sondheim works that didn’t make my personal list. Musicals such as Follies and Assassins never struck a chord with me. Tony Award winning Passion almost made my list, but because I’ve watched the video and not a live production, perhaps I wasn’t as entranced by the show as others have been. And what about Merrily We Roll Along? Although it flopped on Broadway, some would argue that it features Sondheim’s most heartfelt songs.

Conversely, In A Formal Exam Assessment, Some Learners

Conversely, in a formal exam assessment, some learners would enjoy the challenge of an exam while other learners might feel anxious about it. A key weakness in this method is that some learners could prepare for their exams by concentrating on past exam papers which lessen the likelihood of long term learning. Also, other arrangements such as invigilation might also be required to be in place (Gravells, 2014, P.168). Self-assessment entails learners assessing their own progress as the name denotes. This could lead to learners taking responsibility by setting their own goals as well as taking ownership of their progress. In contrast, learners could build a sense achievement higher than it is worth. Therefore, there will still be a need to†¦show more content†¦On the other hand, a learner might benefit from a verbal examination rather than written questions while another learner might prefer to be assessed bilingually. This would then mean liaising with other members of staff or the awarding organisation to make acceptability of such options (Gravells, 2014, P171). Furthermore, mentors, workplace supervisors and witnesses alike usually need details of the learner’s progress while relevant support staff will also need information about the learner so to give any required help and guidance. Overall, everyone who is involved with a particular learner needs to be aware of that learner’s progress and achievement by having a regular communication (Gravells, 2014, p171). Assessment sometimes involved a learner assessing their own work and is known as self-assessment while on the other hand, learners/ students can assess one another in a process known as peer assessment. Such methods of assessment give confidence to learners to be accountable for their learning and assessment as well as taking a decision about what they have been taught already. 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Affirmative Action History Essay Example For Students

Affirmative Action History Essay Affirmative Action is defined by Websters New World College Dictionary as a policy or program for correcting the effects of discrimination in the employment or education of members of certain groups. The phrase affirmative action was coined by President John F. Kennedy in 1961 when he issued Executive Order 10925, initiating the Presidents Committee on Equal Employment Opportunity. In 1965, President Lyndon B. Johnson issued Executive Order 11246. This order required federal contractors to take affirmative action to increase the number of minorities that they employed. Thus affirmative action was born. However, when Kennedy and Johnson established affirmative action, they did not intend for it to have the perverted and distorted effect that it currently has today. Such perversions and distortions include the hiring of unqualified workers, the causing of problems for groups it originally set out to help, and reverse discrimination that results in unfair standards into higher education and the work force. The practice of affirmative action must be stopped. The main argument for affirmative action is that it creates equal opportunity for people in the work force and for students seeking admission into higher education. However, this is not a valid point. While affirmative action creates equal opportunity for some individuals, it discriminates against others, primarily white males. Therefore, affirmative action uses reverse discrimination to solve the problem of discrimination. Do two wrongs make a right? The answer is no. The first reason affirmative action should be stopped is that employees often are hired that are not qualified to execute their jobs effectively. Many times employers are forced to find the best minority, rather than the person most qualified for the job. For example, a policy was adopted by Duke University in 1993 that required each department at the university to hire at least one new African-American for a faculty position (Pasour). However, various surveys and estimates show that less than 4,000 blacks receive Ph. D.s in the United States. This is less than two black Ph.D. s for every American college or university (Sowell). Therefore, Duke Universitys policy would force them to hire faculty that are not as qualified, due to a shortage of black Ph.D.s, as their white counterparts. The hiring of unskilled workers is also detrimental to businesses as well. The primary purpose of a business is to make money for the employer, as well as the employees. The hiring of unqualified employees is harmful to the businesss production. When employees cannot perform their specific tasks, it often leads to error, which costs the company time and money. If the business is continually paying for worker error, its profits will decrease, producing a decrease in employee pay. Many times companies are forced to hire unqualified individuals because of quotas. Often when a businesss quota is not filled it is forced to conceive unnecessary jobs for minorities, which is also decreases a companys profit. Incapable employees are a detriment to worker unity as well. If an employee is not as qualified as his or her co-worker, it may create tension and frustration between them, in turn creating another complication.. The second reason it is imperative to abolish the practice of affirmative action is that it often initiates problems for the minorities it originally intended to help. This is apparent in the work place as well as in colleges and universities. The first problem affirmative action establishes for minorities is that it places a stigma on groups who benefit from affirmative action, especially those who actually earn their position because they are qualified for it. Consider an employer who hires a member of a minority group on the basis of merit alone. Many employees automatically assume that the individuals appointment resulted from affirmative action. Thus, any employee who does benefit from affirmative action bears the brand of not being the best pick, but only the best pick from a limited group (Pasour). .u1eb7fd0797a9739e2457fa7af4f8082f , .u1eb7fd0797a9739e2457fa7af4f8082f .postImageUrl , .u1eb7fd0797a9739e2457fa7af4f8082f .centered-text-area { min-height: 80px; position: relative; } .u1eb7fd0797a9739e2457fa7af4f8082f , .u1eb7fd0797a9739e2457fa7af4f8082f:hover , .u1eb7fd0797a9739e2457fa7af4f8082f:visited , .u1eb7fd0797a9739e2457fa7af4f8082f:active { border:0!important; } .u1eb7fd0797a9739e2457fa7af4f8082f .clearfix:after { content: ""; display: table; clear: both; } .u1eb7fd0797a9739e2457fa7af4f8082f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1eb7fd0797a9739e2457fa7af4f8082f:active , .u1eb7fd0797a9739e2457fa7af4f8082f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1eb7fd0797a9739e2457fa7af4f8082f .centered-text-area { width: 100%; position: relative ; } .u1eb7fd0797a9739e2457fa7af4f8082f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1eb7fd0797a9739e2457fa7af4f8082f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1eb7fd0797a9739e2457fa7af4f8082f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1eb7fd0797a9739e2457fa7af4f8082f:hover .ctaButton { background-color: #34495E!important; } .u1eb7fd0797a9739e2457fa7af4f8082f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1eb7fd0797a9739e2457fa7af4f8082f .u1eb7fd0797a9739e2457fa7af4f8082f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1eb7fd0797a9739e2457fa7af4f8082f:after { content: ""; display: block; clear: both; } READ: Salem Witch Trials Essay The second problem it creates for minorities in the workplace is the loss of spirit and vitality for their jobs. If workers feel that the sole reason they are employed is to fill a quota, they may lack pride in their jobs, which in turn hinders their performance. In addition, minoritiess problems due to affirmative action are not exclusive to the work place. Many college and university minority students also experience the conundrums of affirmative action. At colleges in North Carolina, black students recently stated that they were treated like affirmative action cases even though they were not. Professors, seeking to help, asked them if they needed tutoring or other assistance, already assuming the black students lack of qualifications (Pasour). The third, and perhaps major, reason that affirmative action should be stopped is the issue of reverse discrimination. Affirmative action uses reverse discrimination to solve the problem of discrimination. Discrimination against whites, in particular males, is just as wrong as discrimination against minorities. As are many problems of affirmative action, reverse discrimination is present in both the workplace and in institutions of higher education. Reverse discrimination in the work place is a phenomenon associated with white males. White male job applicants who are qualified to receive a job are often discarded for under-qualified minorities because of quotas set forth by affirmative action. In the most extreme cases, white males have been fired to make room for minorities. For example, the Northern Natural Gas Company of Omaha, Nebraska, was forced by the government to release sixty-five white male workers to make room for minority employees in 1977 (Sowell). This act is extremely unfair to white males and is a pure form of discrimination. Many advocates of affirmative action argue that affirmative action is a form of retribution for past discrimination minorities experienced. However most minorities entering the job market today were born after the emergence of affirmative action, in 1964, and have suffered little prejudice in terms of salary. Reverse discrimination is not only a great injustice in the work place, but it is present in admissions to colleges and universities as well. However, it does not exclusively pertain to white males in this context, but Asian-Americans as well. Therefore, affirmative action is not even inclusive of all of the minorities, but rather a select few. Just as the white employee has to have higher credentials to receive a job, so do white and Asian-American college applicants. Colleges and universities often have quotas set by the government, as businesses do, that ensure that they have enough minorities in their incoming freshmen class. An example is the admission practices at the University of California at Berkeley. A 1995 report released by the university said that 9. 7 percent of all applicants were African-Americans. Of these 9.7 percent accepted, 0.8 percent of these African-American students were accepted on academic merit alone. The percentage of white students accepted by Berkeley totaled 36.8 percent. Of the 36.8 percent white students accepted, 47. 9 percent were accepted on academic merit alone (Affirmative Action). Thus the number of African-American students accepted because of non-academic circumstances was approximately sixty times greater than that of their white counterparts. Another interesting fact that was included in the study was the comparison of grade point averages and SAT scores. The average grade point average for a rejected white student was 3. 66 with an SAT score of 1142. The average grade point average for an accepted African-American student was 3.66 with an SAT score of 1030 (Affirmative Action). These statistics demonstrate the reverse discrimination against white college applicants due to affirmative action. In addition, many competent applicants are being refused admission, which is alarming due to the fact that only 27 percent of African-Americans graduate, whereas 66 percent of white or Asian-Americans graduate. Many people look forward to the day when employment and admission to colleges and universities will depend on an individuals qualifications and ability, regardless of the color of their skin or their gender. However, the United States has not reached that point yet. In order to reach this point we must devise an alternative to replace affirmative action, because as long as affirmative action is in effect there will always be racial tension. .u90ad44de8d5d5f6c17e8726c897d022a , .u90ad44de8d5d5f6c17e8726c897d022a .postImageUrl , .u90ad44de8d5d5f6c17e8726c897d022a .centered-text-area { min-height: 80px; position: relative; } .u90ad44de8d5d5f6c17e8726c897d022a , .u90ad44de8d5d5f6c17e8726c897d022a:hover , .u90ad44de8d5d5f6c17e8726c897d022a:visited , .u90ad44de8d5d5f6c17e8726c897d022a:active { border:0!important; } .u90ad44de8d5d5f6c17e8726c897d022a .clearfix:after { content: ""; display: table; clear: both; } .u90ad44de8d5d5f6c17e8726c897d022a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u90ad44de8d5d5f6c17e8726c897d022a:active , .u90ad44de8d5d5f6c17e8726c897d022a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u90ad44de8d5d5f6c17e8726c897d022a .centered-text-area { width: 100%; position: relative ; } .u90ad44de8d5d5f6c17e8726c897d022a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u90ad44de8d5d5f6c17e8726c897d022a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u90ad44de8d5d5f6c17e8726c897d022a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u90ad44de8d5d5f6c17e8726c897d022a:hover .ctaButton { background-color: #34495E!important; } .u90ad44de8d5d5f6c17e8726c897d022a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u90ad44de8d5d5f6c17e8726c897d022a .u90ad44de8d5d5f6c17e8726c897d022a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u90ad44de8d5d5f6c17e8726c897d022a:after { content: ""; display: block; clear: both; } READ: Michael Jackson Essay Such an alternative would be the strengthening of the ?intermediate institutions, such as community associations, schools, media, and independent social agencies, which provide the organizational foundation for collective development and effective public representation (Sterlitz). In essence, if the same amount of capital was extended to minority institutions, the minority society would eventually become more developed and give the much needed guidance to individuals, therefore enabling them to play a major part in society. Affirmative action was first introduced by President John F. Kennedy and President Lyndon B. Johnson. In the time since Kennedy and Johnson, affirmative action has been severely distorted. Both presidents intended for this policy to stop discrimination, not simply reverse it. However, as shown in the foregoing discussion, the problems of affirmative action include hiring of unskilled employees, the establishment of problems for minorities it was originally suppose to help, and the basis for reverse discrimination.

Windhover By Hopkins Essays - Eschatology, Christian Theology

Windhover By Hopkins In Gerard Manley Hopkins' poem "The Windhover" there is a sort of representational allusion to Christ and Jesus. In other words the speaker praises the Lord by praising what he takes as a symbol for Christ, the windhover himself. Through out the poem the speaker symbolizes Christ's glory by the way the falcon reacts to the air how it maneuvers and even charcteristic traits of the falcon species. One could only appreciate the glory of the Lord more after interpreting the poem. The poem is subtitled "To Christ our Lord" because the falcon reminds him of Christ. The speaker continuously hails one of God's most stunning creatures, the falcon. He is flabbergasted at the magnificence of the windhover's flight. He wonders at its colorful feathers and the sheer speed of its flight. His tone suggests that he is in awe...he is observing something equivalent second coming of Jesus or angels walking among regular men. He throws out a barrage visual imagery to try to describe the windhover and still does not seem to come close to its real magnificence. He wonders how such a creature could exist but is eventually just filled with glee in knowing the fact that it does exist. In the first stanza the speaker states that he spotted the morning's minion as if to suggest that the falcon was some how subservient to the morning. He suggests that there is some sort of royal heiarchy by using words that recall images of sovereignty. Once the reader scratches the surface of the first stanza he can begin to understand the remainder of the poem. The second stanza takes a different stance on things. The windhover is out maneuvering when a smoothly and suddenly dives. The speakers is scared for the birds' safety but is pleasantly surprised when the bird is lifted by a huge wind. One can say that in times of foolish pleasure he can fall but Christ will always lift be there to lift him back up. Christ is thus the cushion needed for even a temporary fall from grace. Stanza three uses a barrage of descriptive words to denote the dignity of such a creature. In the animal kingdom it would be considered king of the roost. The speaker call the windhover a chevalier meaning knight or in other words a savior. Christ is also considered a savior. The speaker compares the bird and Christ with the hard work of the plow that creates a furrow and displays the wet soil underneath and burned embers that shine red-gold when split open and burn with fire. That is directly comparable to assumption that the speaker was leading a dark life until the Lord stirred up his life, split open his dark shell and helped him to shine with a new vigor for life. Christ could be seen in nature in the windhover's existence. He is symbolized in all the actions of the falcon and also represented in its charactaeristics. The speaker praises the Lord by his amazed praise and represented in its characteristics. The speaker praises the Lord by his amazed praise and appreciation. What he seems to be saying is that Christ exists in even the smaller details in life and all we have to do is observe them periodically to know that Christ lives on.