Bøker av Keith Robinson

The history of early 20th Century Dance Bands has generally focused on the personalities of the Band Leaders, famous soloists, or the recordings they made, but the arrangers have been neglected. This book will attempt to show what made popular dance music in the 20th Century so different from dance music in the 19th Century and also show how these pioneer arrangers melded the many disparate elements together into a coherent art form.Dance styles come and go but their significance I think doesn't lie in the dances themselves but with what composers achieved through working with those styles. Few want to actually dance the Courante or Minuet today but who would want to lose these works by Bach, Handel, Mozart, and Beethoven? Similarly, the achievements of arrangers such as Arthur Lange, George Evans, and Lew Stone need to be evaluated and studied, to better understand how we have arrived at the situation we are in today, especially because modern score writing programmes and digital audio have completely changed how we can approach composition and arranging.Critics have often disparaged dance band arrangements as commercial and lacking in artistic merit, but in fact, these early arrangers were innovative and creative.

In 1872 George Carter Stent published five Chinese folk tunes with the melody and lyrics in an article called " Chinese Lyrics" . I think they are quite significant examples of a genre of Chinese folk song that is now less popular. With the help of Wang lingli ¿¿¿ we have translated the traditional Chinese into Simplified Chinese and provided fresh English translations. I have created new original piano accompaniments for each song. My aim is to try and make the melodies more accessible to western audiences and singers. The songs are published in Chinese with the pinyin above. In addition there is a complete version of the Chinese lyrics with tones and pinyin and an English translation to explain what each song is about. My dream is that one day I will go to a song recital and hear Chinese songs sung in Chinese, just as we listen to Schubert's lieder sung in German, or Faure songs sung in French, and it will seem completely normal.

Willard Straight was famous as a reporter and diplomat, but he was also a good artist and musician. His musical achievements are less well known, but he often performed these "Four Kipling Songs" at parties and gatherings with his friends. They are sensitive and musical settings of great poetry. He was a graduate of Cornell University and also one of its benefactors.

The usual approach to expanding vocabulary is to use a topic /situation based technique. This works well if the topics/situations are ones that the student may use, or is interested in them. However it is by its nature random in the choice of words it introduces and furthermore the problem of how the student can quickly learn how to write all these different characters is never seriously addressed. There are however, other approaches that could be used, that could offer the student a better investment on the time they spend, but up to now they have not been explored by Teachers, This book introduces one such approach, by looking at and understanding repetition in Mandarin Chinese. This book will not be looking at repetition as in ¿¿ ¿¿ or in phrases such as ¿¿¿¿ etc What we will be focusing on is repetition of meaning in a word that uses two different characters in Chinese. We think this could open up new ways of thinking about the language for students studying Chinese.

It seems like common sense that children do better when parents are actively involved in their schooling. But how well does the evidence stack up? The Broken Compass puts this question to the test in the most thorough scientific investigation to date of how parents across socioeconomic and ethnic groups contribute to the academic performance of K-12 children. The surprising discovery is that no clear connection exists between parental involvement and student performance. Keith Robinson and Angel Harris assessed over sixty measures of parental participation, at home and in school. While some of the associations they found were consistent with past studies, others ran contrary to previous research and popular perceptions. It is not the case that Hispanic and African American parents are less concerned about education--or that "e;Tiger parenting"e; among Asian Americans gets the desired results. Many low-income parents want to be involved in their children's school lives but often receive little support from school systems. For immigrant families, language barriers only worsen the problem. In this provocative work, Robinson and Harris believe that the time has come to reconsider whether parental involvement can make much of a dent in the basic problems facing American schools today.

2016 is the 150th Anniversary of the first Chinese Government approved visit to England, by the learned Manchu BinChun. The book draws on the diaries of those involved, the Government papers and also newspaper reports from the time to follow his route and bring into sharper focus some of the famous people that he met. The British Government's aims were broadly to try and support the Qing Government as it tried to modernise and thus help it preserve its independence and also to create a future market for British trade. Politically it was a failure, but perhaps BinChun's importance is that he was a pioneer of public diplomacy, and it is these lessons that are most relevant to us today as we once again seek to engage with China.

This book offers a completely new sequence for learning Chinese writing. If foreign students start learning to write Chinese by first inputting Radicals on the computer, they will make faster progress in being able to remember the vocabulary, and their transition to writing Chinese by hand will be more successful. At every stage in this carefully thought out sequence, the student should be encouraged to also practice what they have learnt on computer by writing the characters out by hand. The biggest problem that students have with learning Mandarin Chinese is being able to write Chinese. It is a daunting task because of the sheer number of different characters involved and also because until now each character has been treated as a unique and separate entity. The time needed to commit all this vocabulary to memory and gain fluency and facility in writing Chinese is immense, but using this method it will make learning faster.

In English it is possible to suggest subtle changes in meaning by altering the tone of your voice. However in Chinese this is not an option, because altering the tone of your voice could completely change the meaning of the word. To achieve the same affect, the Chinese use Modal Particles. Modal Particles frequently appear in written Chinese and especially in "on line" Blogs or e mails and can be confusing to the foreign students, because they are rarely mentioned in text books. This study will fully explain their use, and including judicially chosen Modal Particles will enable the students' work to sound more idiomatic.